H. Yumna, A. Fauzi, Yulkifli
Validity is important in determining the quality of an intervention development. This study aims to prove the content validity of Flood Themed Science Textbook for Junior High School with Sequenced Model Using Problem Based Learning. Validation data were collected by questionnaire which then interpreted result in descriptive. The content validity assessed by experts and practitioners. In this study, Flood Themed Science Textbook for Junior High School with Sequenced Model Using Problem Based Learning was assessed using a Likert scale. There were five experts and four practitioners who assess the content, presentation, linguistic, and graphical aspect indicators. Assessment results were used to calculate the validity coefficients with the Aiken'V formula. The results showed that the validity of the content was 0.87 based on expert's assessment and 0.88 based on the practitioner's assessment. The experts and practitioner's assessment are in a valid criterion, so that the Flood Themed Science Textbook for Junior High School with Sequenced Model Using Problem Based Learning can be used in learning as well as for further research. © 2019 Published under licence by IOP Publishing Ltd.
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Jl. Prof. Dr, Hamka, Padang, 25131, Indonesia
