Development of a Micro lesson using an Inquiry-Based LAS in a Flipped Classroom Setting for the Aral Program in Science 10
DOI:
https://doi.org/10.47505/IJRSS.2026.1.2Keywords:
Inquiry-Based Learning, Flipped Classroom Setting, HOTS-SOLO, Micro-lessonAbstract
This study examined the validity, effectiveness, and learner perceptions of a microlesson using inquiry-based Learning Activity Sheets (LAS) in a flipped classroom setting focused on natural selection. Expert validation showed that the lesson plan obtained high mean validity ratings, indicating strengths in structure, clarity, real-life application, and promotion of higher-order thinking. However, content validity analysis revealed insufficient expert consensus, with all Content Validity Index (CVI) values below acceptable thresholds, highlighting the need for substantial revisions in SMART objective formulation, learner engagement, assessment alignment, cultural relevance, and instructional clarity, despite the instrument’s high reliability and consistent expert ratings. In contrast, the Learning Activity Sheet demonstrated excellent content validity, achieving unanimous expert agreement, perfect I-CVI and S-CVI/Ave values (1.00), and 100% inter-rater agreement, confirming its suitability for instructional use. The pre-test and post-test instruments were rated as highly valid and reliable in terms of organization, clarity, and relevance; nevertheless, moderate content validity suggested the need for refinement of selected items. Analysis of LAS Task 1 (HOTS–SOLO questions) indicated moderate and consistent student performance, while LAS Task 2 showed low to moderate performance with uniform difficulty across items, supporting the appropriateness of both tasks. Pretest–posttest results revealed statistically significant and educationally meaningful learning gains, with a Wilcoxon Signed-Rank Test result of Z = 2.37 (p = 0.0078) and a very large effect size (r = 0.89), indicating strong intervention impact. Learners reported positive perceptions of the microlesson, reflected in high ratings for concentration, value, interest, and enjoyment, supported by excellent reliability (? = 0.91). Thematic analysis of learner reflections showed achievement of core learning objectives, high engagement, and a desire for deeper exploration, with suggestions focused mainly on increased interactivity. Overall, the findings affirm the effectiveness of the microlesson while identifying targeted areas for improvement. These results support evidence-based refinement and classroom implementation.
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