This study aims to describe the validity of the
learning device as a result of integrating scaffolding
forms in biology learning using the 5E learning cycle in
students with different perceptual learning styles. This
article is part of a research on developing an
Integrating Scaffolding Forms in Biology Learning
strategy (ISFBL strategy). Learning tools developed on
the topic of human respiratory system biology class IX
subjects in the form of syllabus, Learning
Implementation Plan, Student Activity Sheets, teaching
materials and test instruments. The research procedure
consisted of the preliminary study stage, the
development of learning strategies, operational learning
strategies, validation tools, and empirical validation.
The validation test method is carried out by experts and
practitioners / teachers who are relevant in this field.
The results of expert validation show that the learning
device that integrates scaffolding forms in biology
learning using the 5E learning cycle in students with
different perceptual learning styles is declared valid and
can be used in high school.
Keywords : Learning Devices, Scaffolding, Learning Style, Thinking Skills, Process Skills, Cognitive Learning Outcome.