VALIDITY OF A MULTIPLE-LITERACY-BASED STATISTICS TEXTBOOK ON THE ISSUE OF STUNTING

Selvi Diah Ayu Vernanda; Puji Rahayu

doi:10.37478/jupika.v9i1.7987

Authors

Selvi Diah Ayu Vernanda Mathematics Education Program, Faculty of Teacher Education and Educational Sciences, PGRI Ronggolawe University, Tuban, Indonesia
Puji Rahayu Mathematics Education Program, Faculty of Teacher Education and Educational Sciences, PGRI Ronggolawe University, Tuban, Indonesia

DOI:

https://doi.org/10.37478/jupika.v9i1.7987

Abstract

This study aims to test the validity of a dual literacy-based statistics textbook that integrates statistical literacy with social literacy through the context of stunting issues in Indonesia. This study uses a Research and Development (R&D) approach with a modified ADDIE development model, including the stages of analysis, design, development, and evaluation. The research subjects consisted of three expert validators, namely two statistical material experts and one learning media expert. The instrument used was a validation sheet with a 1-4 Likert scale covering aspects of content feasibility, presentation feasibility, language feasibility, and graphic feasibility. Data were analyzed descriptively quantitatively to determine the level of validity of the textbook. The results showed that the textbook obtained an average validity score of 3.72 out of a maximum scale of 4.00 with the category of "very valid". The aspect of content feasibility obtained a score of 3.78, presentation feasibility 3.67, language feasibility 3.76, and graphic feasibility 3.70. These findings indicate that the dual literacy-based statistics textbook with the context of stunting issues is suitable for use in statistics learning in higher education. The implications of this research contribute to the development of contextual and meaningful statistics teaching materials for students.

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Keywords:

Dual Literacy, Statistics Textbook, Stunting, Validity

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