Development and Expert Validation of a GASING-Based Teaching Module for Seventh-Grade Social Impact of Informatics

Abstract

This study aimed to develop a teaching module grounded in the GASING approach (Gampang, Asyik, dan Menyenangkan—Easy, Engaging, and Enjoyable) for the Social Impact of Informatics topic and to determine its feasibility through validation by two experts, a content expert and a media expert. A Research and Development (R&D) approach was employed, guided by the 4D model (Define, Design, Develop, Disseminate) and limited to the expert-appraisal component of the Develop stage. Data were collected through observation, teacher interviews, diagnostic testing (n = 32 students), and expert validation questionnaires using a four-point Likert scale. The products developed encompass a main teaching module, a digital student worksheet, Canva-based presentation media, instructional videos, QR-linked supplementary resources, assessment instruments, scoring rubrics, and Google Form quizzes, all integrating the GASING approach with Problem-Based Learning (PBL). The content expert awarded a score of 86% (Highly Feasible), and the media expert awarded a score of 88.89% (Highly Feasible). This study is limited to product feasibility as assessed by expert validation; it does not include classroom trials or effectiveness testing, and therefore no claims regarding learning-outcome improvement can be drawn at this stage.