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ABSTRACT Students' awareness of green chemistry using different instructional methods has been studied, with project‐based and problem‐based learning models being the most common, particularly within the framework of science, technology, engineering, and mathematics (STEM) education. This paper shows the outcomes of a needs analysis validation process conducted to construct an educational learning module based on STEM and green chemistry that could be used in the theme exploration of elements in nature, which is part of the secondary school science curriculum. Six subject‐matter experts were involved in the validation process and reviewed the instrument, and several changes were made based on their feedback. The content validity index (CVI) was used for relevance assessment of the instrument items. The needs analysis questionnaire was divided into four parts: Section A – Respondents' Demographics; Section B – Elements in the Module; Section C – Content of the Module; and Section D – Suggestions, which will address 25 items in total. The validity analysis yielded a high average scale‐level CVI (S‐CVI/Ave) of 0.98, demonstrating strong content validity. Consequently, the validated questionnaire will be used to gather input from science teachers for the development of the module.
Mehammud et al. (Thu,) studied this question.