Optimization of basic chemistry learning: Validation of STEM-based problem-based learning materials for chemical equilibrium

Background: The objective of this study is to create Basic Chemistry learning materials focused on the topic of Chemical Equilibrium using a Science, Technology, Engineering and Math (STEM) Problem-Based Learning approach. Effective learning is necessary to enhance students' understanding of complex chemistry concepts. Method: This study adopts the STEM Problem-Based Learning material development method, utilizing the ADDIE model, which consists of five steps: analysis, design, development, implementation, and evaluation. After the development process, the learning materials were assessed through an expert review stage. Evaluation was conducted to assess the validity of the design, pedagogical validity, and content validity using Aiken's coefficient as an indicator. Results: The expert review evaluation results showed high Aiken's coefficients: 0.98 for design validity, 0.95 for pedagogical validity, and 0.96 for content validity. These findings confirm that the developed learning materials comprehensively meet validity standards. Conclusion: Based on these evaluation results, it can be concluded that the developed Basic Chemistry learning materials, particularly on Chemical Equilibrium using the STEM Problem-Based Learning approach, meet the validity criteria. Therefore, these learning materials are considered suitable for use in the Basic Chemistry learning process. Novelty/Originality of this study: This study integrates the STEM Problem-Based Learning approach into developing Basic Chemistry learning materials, specifically on Chemical Equilibrium. Using the ADDIE model and comprehensive validation, this study presents a new framework for designing learning materials that simultaneously meet design, pedagogical, and content standards.

背景：本研究旨在依托科学、技术、工程与数学（Science, Technology, Engineering and Math, STEM）问题式学习（Problem-Based Learning, PBL）方法，开发以化学平衡为主题的基础化学学习素材。高效的学习活动是提升学生对复杂化学概念理解水平的必要前提。
方法：本研究采用STEM问题式学习导向的素材开发方法，依托涵盖分析、设计、开发、实施与评价五个环节的ADDIE模型开展研究。素材开发完成后，通过专家评审环节对其进行评估：以艾肯系数（Aiken's coefficient）作为评价指标，分别考察设计效度、教学效度与内容效度。
结果：专家评审评价结果显示，各项指标的艾肯系数均处于较高水平：设计效度为0.98，教学效度为0.95，内容效度为0.96。上述结果证实，本研究开发的学习素材完全符合效度标准。
结论：基于上述评价结果，可以得出结论：本研究开发的、采用STEM问题式学习方法、以化学平衡为主题的基础化学学习素材，符合各项效度准则。因此，该学习素材适用于基础化学的教学活动。
本研究的创新性/原创性：本研究将STEM问题式学习方法融入基础化学学习素材的开发过程，且聚焦于化学平衡这一具体主题。本研究依托ADDIE模型与全面验证流程，构建了可同时满足设计、教学与内容标准的学习素材设计新框架。