Development of Differentiated Teaching Modules with a Scientific Approach to Improve Elementary School Students’ Science Literacy

The study aim is to determine the validity, practicality, and effectiveness of teaching materials. This type of research involves the development and creation of teaching module products. The research design used is ADDIE (Analysis, Design, Development, Implementation, Evaluation). The instruments used are validity sheets for experts and practitioners, teacher response questionnaires, teaching module validation sheets, and pretest and posttest questions. The findings show that experts conducted the validity test, achieving a score of 92.22 in the very valid category. The practicality test was obtained from the teacher questionnaire, which was stated as practical with an average value of 91.25, and the practicality response by colleagues obtained a value of 90.52 with a very practical category. The results of the paired sample t-test were Sig. 0.002 < 0.05; then H0 is rejected and H1 is accepted. Therefore, there is a significant difference in the average between the pretest and posttest learning outcomes. The normality analysis indicates that the average gain value of grade V students in the class is 0.388, which is in the moderate category. These results indicate that utilizing teaching modules effectively enhances science literacy. The results indicate that differentiated teaching modules are proven to be valid, practical, and effective so that they are suitable for use in science learning to improve students' science literacy.