Abstract

The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) is widely used in instructional design to meet student needs and achieve educational goals systematically. This study examines the application of the ADDIE model in science education (IPA) contexts, providing a theoretical analysis of its strengths and limitations. The model enhances the effectiveness of instructional processes by incorporating evaluative feedback at each stage. However, challenges such as significant time and resource demands must be addressed. This study demonstrates that, with its flexibility, the ADDIE model can be effectively applied in designing IPA instruction, although there are some limitations in responsiveness to rapid technological changes.

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