Al-Alaq Teaching Module: The Process for Evaluating Content Validity and Its Feasibility

Authors

  • Ahmad Tamizi Abu
  • Rabiatul Adawiah Ahmad Rashid
  • Salmiza Saleh

Keywords:

Teaching Module, Content Validation, Expert Agreement, Content Validation Index (CVI), Islamic Education.

Abstract

This research aims to evaluate the validity of the content and feasibility of the Al-Alaq Teaching Module (MPaA). The validity and reliability of MPaA were assessed based on the expert opinion method using the Module Content Validation Questionnaire and Feasibility Module Questionnaire as well as interview protocols modified from previous studies. The consensus of experts was analyzed using the Content Validation Index (CVI) method. The CVI was used to evaluate the conclusions of nine and seven selected experts in the field of Islamic Education, Curriculum and Module Building on the validity and feasibility of MPaA. Meanwhile, two experts were selected among Islamic Education teachers who taught using MPaA as interview respondents. The selection of experts was determined through the purposive sampling technique. The research found that the Al-Alaq Teaching Module (MPaA) achieved a high validity level in the validity of all experts by obtaining an S-CVI value of 0.98 in the average of all MPaA content contexts. The expert consensus for MPaA feasibility also obtained an S-CVI value of 0.98. This shows that the CVI and S-CVI methods can be suggested to other researchers for use in assessing the validity of the content and feasibility of the built-in educational modules.

 

Author Biographies

Ahmad Tamizi Abu

School of Educational Studies, University Sains Malaysia

Rabiatul Adawiah Ahmad Rashid

School of Educational Studies, University Sains Malaysia

Salmiza Saleh

School of Educational Studies, University Sains Malaysia

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Published

2021-08-31

How to Cite

Ahmad Tamizi Abu, Rabiatul Adawiah Ahmad Rashid, & Salmiza Saleh. (2021). Al-Alaq Teaching Module: The Process for Evaluating Content Validity and Its Feasibility. Journal of Contemporary Social Science and Education Studies (JOCSSES), 1(2), 175–184. Retrieved from http://jocss.com/index.php/multidiscipline/article/view/71