Article Sidebar

Download
PDF
Statistic
Read Counter : 253 Download : 286

Downloads

Download data is not yet available.

Main Article Content

Abstract

This research was conducted with the aim of producing appropriate guided inquiry-based e-modules to train students' critical thinking skills on the subject of reaction rates. Feasibility is reviewed based on validity, practicality, and effectiveness. This research used the Research and Development (R&D) method by Sugiyono to the product trial stage. Product trials were carried out on a limited basis with 15 class XI students at SMA Negeri 12 Surabaya. The following details the research results obtained, namely (1) the e-module validation results get mode 4 so that they are included in the good/valid category, (2) the average results of student response questionnaires get a percentage of 95% so that it is said to be very practical and the average results the average observation of student activity gets a percentage of 97% so it is said to be very practical, and (3) the posttest results for each component of critical thinking skills get a percentage of ≥ 81% so it is said to be very effective and the average n-gain score obtained is 0.86 which is included in the high category so that it can be said to be effective. Based on the results of the research obtained, it shows that guided inquiry-based e-modules are feasible for training students' critical thinking skills in the matter of reaction rates.

Article Details

License

Copyright (c) 2023 Salsabila Rachmasari Putri Putri, Sukarmin

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The journal allows the author(s) to hold the copyright without restrictions.


Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Putri, S. R. P., & Sukarmin. (2023). Development of E-Modules Based on Guided Inquiry to Train Students’ Critical Thinking Skills on Reaction Rate Material. PENDIPA Journal of Science Education, 7(2), 327–335. https://doi.org/10.33369/pendipa.7.2.327-335
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Budiada, I. W. (2010). Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing Berbasis Asesmen Portofolio Terhadap Hasil Belajar Kimia Siswa Kelas X Ditinjau Dari Adversity Quotient. Jurnal Penelitian dan Evaluasi Pendidikan, 1, 8-24.
  2. Cahyani, N. I., & Azizah, U. (2019). Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Melatihkan Keterampilan Berpikir Kritis Pada Materi Laju Reaksi Kelas XI SMA. UNESA Journal of Chemistry Education, 8, 320-326.
  3. Erlina. (2012). Deskripsi Kemampuan Berpikir Formal Mahasiswa Pendidikan Kimia Universitas Tanjungpura. Jurnal Visi Ilmu Pendidikan, 1, 631-640.
  4. Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. California: Measured Reasons LLC & Insight Assessment.
  5. Hake, R. R. (1998). Interactive-engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physic Courses. American Journal of Physics, 66(1), 66-74.
  6. Handoyono, N. A., & Arifin, Z. (2016). Pengaruh Inquiry Learning Dan Problem-Based Learning Terhadap Hasil Belajar PKKR Ditinjau Dari Motivasi Belajar. Jurnal Pendidikan Vokasi, 6, 31-42.
  7. Ishma, E. F., & Novita, D. (2021). Implementasi LKPD Inkuiri Terbimbing Online Untuk Melatihkan Keterampilan Berpikir Kritis Materi Faktor Laju Reaksi. Chemistry Education Practice, 4(1), 10-18.
  8. Istijabatun, S. (2008). Pengaruh Pengetahuan Alam Terhadap Pemahaman Mata Pelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 2, 323-329.
  9. Kemendikbud. (2017). Panduan Praktis Penyusunan E-Modul. Jakarta: Kemendikbud.
  10. Kemendikbudristek. (2021). Buku Saku Tanya Jawab Kurikulum Merdeka. Jakarta: Kemendikbudristek.
  11. Lutfi, A. (2021). Research and Development (R&D): Implikasi dalam pendidikan kimia. Surabaya: Jurusan Kimia FMIPA Universitas Negeri Surabaya.
  12. Nugrohadi, S., & Chasanah, I. (2022). Identifikasi Miskonsepsi Siswa Kelas X pada Pembelajaran Reaksi Redoks di Kurikulum Merdeka. Jurnal Pendidikan MIPA, 12(4), 1085-1093.
  13. Nurdyansyah, & Fahyuni, E. F. (2016). Inovasi Model Pembelajaran Sesuai Kurikulum 2013. Sidoarjo: Nizamia Learning Center.
  14. Purboningsih, D. (2015). Pengembangan Perangkat Pembelajaran dengan Pendekatan Guided Discovery pada Materi Barisan dan Deret untuk Siswa SMK Kelas X. Seminar Nasional Matematika dan Pendidikan Matematika UNY (pp. 467-474). Yogyakarta: UNY.
  15. Riduwan. (2018). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: ALFABETA.
  16. Roesminingsih, & Susarno, L. H. (2018). Teori dan Praktek Pendidikan. Surabaya: Lembaga Pengkajian dan Pengembangan Ilmu Pendidikan FIP Universitas Negeri Surabaya.
  17. Rosyida, F., Zubaidah, S., & Mahanal, S. (2016). Memberdayakan Keterampilan Berpikir Kritis dengan Model Pembelajaran Remap TmPS (Reading Concept Map Timed Pair Share). Proceeding Biology Education Conference. 13, hal. 209-214. Malang: Seminar Nasional XIII Pendidikan Biologi FKIP UNS.
  18. Sugiyono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
  19. Wahdaniyah, N., & Yonata, B. (2021). Pengembangan LKPD Inkuiri Berpendekatan Nested Untuk Melatihkan Keterampilan Berpikir Kritis Pada Materi Laju Reaksi. Chemistry Education Practice, 4(1), 19-29.
  20. Wardani, S., Nurhayati, S., & Safitri, A. (2016). The Effectiveness of the Guided Inquiry Learning Module towards Students' Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594.
  21. Wildan, M. (2016). Efektifitas Metode Pembelajaran Discovery Learning Terhadap Pemahaman Konsep Siswa SMA Laboratorium Universitas Negeri Malang Dengan Kemampuan Awal Berbeda Pada Materi Laju Reaksi. Prosiding Seminar Nasional Pendidikan 2016 "Revitalisasi Budaya Lokal dalam Menghadapi Tantangan Pendidikan pada Era Masyarakat Ekonomi ASEAN (MEA), (hal. 225-229).
  22. Yunus, A., Danial, M., & Muharram, M. (2022). Pengembangan E-Moduk Berbasis Inkuiri Terbimbing untuk Meningkatkan Kemandirian Belajar dan Hasil Belajar Peserta Didik pada Materri Koloid. Chemistry Education Review, Pendidikan Kimia PPs UNM, 5(2), 188-197.