Development Science Learning Design Oriented APBRA Based on Invitation in to Inquiry for Special Students intellectual disabilities Rendy Wikrama Wardana, Mona Ardina and Bayu Pradikto
Universitas Bengkulu
Abstract
Research aims to develop design learning oriented APBRA-based on Invitation-in-to-inquiry- for intellectual disability students. This research use research and development with ADDIE type. The stages of the research include: 1) Analyze (Analyze curriculum, literature and needs assessment learning design), 2) Design (Learning designs), 3) Development (Validation by experts), 4) Implementation (Teachers^ responses to learning design) and 5 ) Evaluation (Evaluation of the quality of the learning design developed. The Research instrument are literature review sheets, material and design expert validation questionnaires, and teacher response questionnaires. Data collection is done through by reviewing some literature, conducting expert validation and providing teacher response questionnaires. Data analysis is carried out through the analysis of qualitative and quantitative data which were then drawn conclusions Analysis data showed that the characteristics of the learning design were thematic and oriented towards understanding, attitudes and basic skills in studying science in general. The average percentage of learning design feasibility was 85% which was categorized as very feasible to be implemented. Analysis of the teacher^s response to the developed learning design shows that 96% strongly agree that the developed learning design becomes a new reference in implementing science learning in special schools
Keywords: Learning Design, APBRA, Invitation in to Inquiry, Intellectual Disabilities
