The effectiveness of the guided inquiry activity with the acid-base titration module on the high school student learning outcomes
DOI:
10.29303/jpm.v17i4.3721Published:
2022-07-24Issue:
Vol. 17 No. 4 (2022): July 2022Keywords:
Effectiveness, Module, Guided Inquiry, Acid-base Titration, Learning OutcomesArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
The study aims to reveal the effectiveness of guided inquiry activity-based acid-base titration modules on student learning outcomes in class XI MIPA SMA Negeri 2 Batang Anai, Padang, Indonesia. The population is the research sample selected using the purposive sampling technique, where 37 students as research subjects. The research instrument used was a learning outcome test in the form of multiple-choice questions, consisting of a pretest and a posttest. The average value of the increase in student learning outcomes in the subject class is 63.13. Subject class data were normally distributed and homogeneous. The results of the t-test are count (4.18) > table (1.9). The value of N-gain in the subject class is 0.72. The results showed that using the guided inquiry-based acid-base titration module effectively improved student learning outcomes.
References
Permendikbud. (2018). Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 36 of 2018 concerning Amendments to the Regulation of the Minister of Education and Culture Number 59 of 2014 concerning the 2013 Curriculum for SMA/MA. Judith.Kemdikbud.Co.Id
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.
Nilawati, N., & Cahyani, D. (2021). Differences in Students' Thinking Skills in Making Decisions Through Online Learning Based on Google Classroom Applications on Ecosystem Materials. Scientiae Educatia: Jurnal Pendidikan Sains, 10(2), 137-147.
Solikah, M., & Novita, D. (2022). The effectiveness of the guided inquiries learning model on the critical thinking ability of students. Jurnal Pijar Mipa, 17(2), 184-191.
Sanjaya, Vienna. 2016. Educational Process Standard Oriented Learning Strategy. Jakarta: Kencana.
Wijayanti, A. (2016). Implementation of cooperative learning model type tgt as an effort to improve understanding of basic physics concepts of science education students. Mipa Incandescent Journal, 11(1).
Rahayu, S., & Iryani, I. (2020). Validity and Practicality of Module of Ion Equilibrium and pH of Salt Solution on Guided Inquiry. Edukimia, 2(1), 44-50.
Arsyad. 2019. Learning Media. Jakarta: Raja Grafindo.2019. Learning Media. Jakarta: King of Grafindo
Asda, E. F., & Iryani, I. (2020). Validity and Practicality of Guided Inquiry-Based Acid and Base Titration Modules Equipped With HOTS Type Questions. Edukimia, 2(1), 12-17.
Pratiwi, A. K., Makhrus, M., & Zuhdi, M. (2021). The effectiveness of learning media based on the guided inquiry model to improve students science literature skills and scientific attitudes. Jurnal Pijar Mipa, 16(5), 636-639.
Hanson, D. M. 2005. Designing Process-Oriented Guided-Inquiry Activities. Faculty Guidedbook: A Comprehensive Tool For Improving Faculty Performance, ed. SW Beyerlein and DK Apple. Lisle, IL: Pacific Crest.
Plomp, T. (2013). Educational design research: An introduction. Educational design research, 11-50.
Utami, A. U. (2021, July). The effectiveness of the online-based test of scientific literacy skills (tosls) assessment to measure science literacy ability during the covid pandemic. In Proceeding of International Conference in Education, Science and Technology (pp. 322-328).
Sugiyono. (2019). Metode Penelitian Pendidikan Kombinasi (Mixed Methods). Bandung: Alfabeta
Aulia, E. V., Poedjiastoeti, S., & Agustini, R. (2018). The effectiveness of guided inquiry-based learning material on students’ science literacy skills. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012049). IOP Publishing.
Cheung, D. (2015). The combined effects of classroom teaching and learning strategy use on students’ chemistry self-efficacy. Research in Science Education, 45(1), 101-116.
Syukri, S. (1999). Kimia Dasar Volume 1. Bandung: ITB
Ramdhani, M. R., Usodo, B., & Subanti, S. (2017, September). Discovery learning with scientific approach on geometry. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012033). IOP Publishing.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81A tahun 2013 tentang Implementasi Kurikulum Pedoman Umum Pembelajaran. Jakarta: Kementrian Pendidikan dan Kebudayaan RI.
Sagala, S. (2015). The Concept and Meaning of Learning to Help Solve the Problems of Learning and Teaching. Bandung: Alphabeta
Sevira, W. P. (2019, April). Effectiveness of chemical equilibrium module based guided inquiry integrated experiments on science process skills high school students. In Journal of Physics: Conference Series (Vol. 1185, No. 1, p. 012152). IOP Publishing.
Author Biographies
Nurhayati Nurhayati, Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang
Iryani Iryani, Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang
License
Copyright (c) 2022 Nurhayati Nurhayati, Iryani Iryani
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
