Integrating Environmental Stewardship and Christian Values in Chemistry: Module Development for Junior High School Special Science Learners
DOI:
https://doi.org/10.48017/dj.v10i4.3527Keywords:
Chemistry education, environmental principles, values integration, SDG 4, ADDIEAbstract
This study developed and evaluated Environment and Christian Values-Oriented Chemistry Modules (ECCM) to integrate chemistry concepts with environmental principles and Christian values for Junior High School Special Science Program learners. The general objective was to create and validate the ECCM using the ADDIE instructional design model. Specific objectives included determining the feasibility of integrating environmental principles and Christian values in teaching chemistry, identifying the modules' instructional characteristics, and validating the ECCM regarding acceptability (content validity, format, presentation, accuracy) and usability (functionality). The study employed a Research and Development (R&D) design guided by the ADDIE model. Purposive sampling was used to select five chemistry experts to evaluate the modules. The modules integrated environmental principles such as "Everything must go somewhere," "Nature Knows Best," "Ours is a Finite Earth," and "Everything Changes" with corresponding Christian values. Two instruments were used: the DepEd Quality Assurance Tool and a Functionality Assessment Tool. Expert evaluations rated the modules as "Very Satisfactory" across content, format, presentation, accuracy, and functionality. The modules were deemed developmentally appropriate, scientifically accurate, well-structured, and effective in promoting cognitive and moral development. The integration of real-world environmental issues and biblical teachings was found to provide a meaningful and holistic learning experience. The study suggests pilot-testing classroom modules, gathering student feedback, enhancing visuals and language clarity, and developing digital versions to improve the ECCM further.
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