Promoting students’ argumentation skill through development science teaching materials based on guided inquiry models

This study aims to analyze the effectiveness of SETS based science teaching materials with guided inquiry learning model to improve the students' cognitive learning outcomes. This research was conducted by using learning cycles. The teaching materials developed were tested in class VIII MTs Bilingual Muslimat NU Pucang Sidoarjo semester even 2018/2019 academic year with the design of one group pretest-posttest design. Teaching materials developed include: (a) syllabus (b) Lesson Plan, (c) student books, (d) Worksheet, and (e) Learning Outcomes Assessment Sheet. The research parameters measured were the effectiveness of learning materials. The research data was obtained through validation, observation and test methods. The results of the study were analyzed descriptively quantitatively and qualitatively. Science literacy abilities of students are analyzed by n-gain. The results showed that (a) the learning devices developed were categorized as very valid, (b) the learning activities were carried out very well, (c) moderate scientific literacy skills. Based on the results of the analysis and discussion, it was concluded that the science learning device guided inquiry model that was developed valid, practical, and effective was used to increasing students' cognitive learning outcomes.

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Inquiry Based Teaching Material Development Guided in Calor and Materials the Transfer of Class V Primary State 2 Alue Teh

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v4i1.1551 ◽

2021 ◽

Vol 4 (1) ◽

pp. 13-23

Author(s):

Santi Dewi ◽

Fauziah Harahap ◽

Adi Sutopo

Keyword(s):

Heat Transfer ◽

Elementary School ◽

Science Teaching ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Guided Inquiry ◽

Teaching Materials ◽

Class V ◽

Design Expert ◽

Expert Validation

Development of Inquiry-Based Teaching Materials Guided by the Material of Heat Transfer Class V Elementary School 2 Alue Teh This study aims to: 1) produce a product in the form of science teaching materials based on guided inquiry on heat transfer material; 2) describe the results of product validation based on guided inquiry teaching materials on the material heat transfer class V Elementary School 2 Alue Teh; and 3) analyzing effectiveness science teaching materials based on guided inquiry on heat transfer material can improve student learning outcomes class V Elementary School 2 Alue Teh. Research This was carried out in class V of Alue Teh 2 Public Elementary School. This research is a Research Research & amp; Development (R & D) includes Define (definition), Design (Design), Develop (development), and Disseminate (deployment). The design of teaching materials uses small group trials and large group trials which was conducted in class V Elementary School 2 Alue 2 Alue Teh. Data has been verified by 2 a material expert lecturer, and 2 design expert lecturers. Overall the results of expert validation the material obtained an average of 92% with the very feasible category while the results the design expert validation as a whole obtained an average of 95% in the category very worthy. At the effectiveness stage, the results showed that the second posttest data on the ability of student learning outcomes has a value of t count (= 0,000) so there is a difference because sig (2-tailed) & lt; 0.05 and t count is positive so that H 0 is rejected. Based on this, it can concluded that "there is a significant difference in learning outcomes among students who are taught using based teaching materials guided inquiry with students who are not taught to use inquiry guided.

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Improving Students' Scientific Literacy: Learning Studies Using Science Teaching Materials on Circulatory System Materials

Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram ◽

10.33394/j-ps.v9i1.3878 ◽

2021 ◽

Vol 9 (1) ◽

pp. 57

Author(s):

Karimah Karimah ◽

A. Wahab Jufri ◽

Agus Ramdani

Keyword(s):

Science Teaching ◽

Scientific Literacy ◽

Modern Society ◽

Lesson Plans ◽

Health Economy ◽

Average Score ◽

Guided Inquiry ◽

Teaching Materials ◽

Validation Data ◽

Integrated Science

Scientific literacy is very important in determining the quality of education in a country. The importance of scientific literacy for students because it can invite students to understand the environment, health, economy and many other problems facing modern society. This study aim to develop an integrated science teaching material with guided inquiry model that appropriate to improve students' scientific literacy. This research is a development research using the Dick & Carey model. In addition to developing science teaching materials, this research also develops syllabus, lesson plans, and scientific literacy instruments. This research was conducted in one of the NW MTs in West Lombok Regency. The validation of learning products was carried out by three validators, media experts and material experts. Expert validation data analysis was carried out using the Pearson validation formula. The results of the feasibility study of integrated science teaching materials using guided inquiry models obtained an average value of 94% with very valid criteria. The syllabus got an average score of 87%, lesson plans got an average score of 92%, and the scientific literacy instrument got an average score of 82%. In conclusion, the product of integrated science teaching materials with guided inquiry models is feasible to be implemented in learning process.

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Validity of teaching materials for environmentally friendly technology products using STEM-based guided inquiry to improve students’ scientific literacy competence

Journal of Physics Conference Series ◽

10.1088/1742-6596/2104/1/012019 ◽

2021 ◽

Vol 2104 (1) ◽

pp. 012019

Author(s):

Syahmani ◽

M Kusasi ◽

I Najmiati

Keyword(s):

Science Teaching ◽

Junior High School ◽

Scientific Literacy ◽

Formative Evaluation ◽

Field Tests ◽

Environmentally Friendly ◽

High School Science ◽

Guided Inquiry ◽

Teaching Materials ◽

Integrated Science

Abstract Students’ scientific literacy skills need to be improved because students in the 5.0 society era must have various skills. The availability of relevant student books has limitations in presenting the material. In overcoming this problem, science teaching materials that contain the scientific literacy referred to the 21st-century situation are needed. Therefore, research was conducted on developing integrated science teaching materials with STEM-based Guided Inquiry (STEM-based GI) to improve students’ scientific literacy competence. This study aims to determine the validity of teaching materials (integrated science modules, lesson plans, and learning outcomes tests) for STEM-based GI on the topic of Environmentally Friendly Technology (EFT) products to improve students’ scientific literacy competence. The research and development procedure used was the formative evaluation model. This research procedure was divided into three stages: self-evaluation, prototyping, and evaluation of field tests. However, this research only reached the stage of expert validation (prototyping). The results showed that the average value of the three validators was 94.33% which was included in the very valid category. The coefficient of agreement between validators was (R) 87.10%, included in the high category. Therefore, the resulting teaching material was valid and improved scientific literacy in junior high school science learning.

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Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terbimbing untuk Meningkatkan Literasi Sains

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v5i2.279 ◽

2019 ◽

Vol 5 (2) ◽

pp. 219

Author(s):

Baiq Sri Komalasari ◽

A Wahab Jufri ◽

Didik Santoso

Keyword(s):

Science Teaching ◽

Scientific Literacy ◽

Large Scale ◽

Response Analysis ◽

Inquiry Science ◽

Learning Tools ◽

Guided Inquiry ◽

Teaching Materials ◽

Questionnaire Response ◽

Average Value

Abstract: The purpose of this study is to produce a product in the form of science teaching materials that can improve the scientific literacy of students. This research is included in research and development of education which is a method for producing certain products and testing the effectiveness of these products. The product developed was validated by experts consisting of 3 people. Learning tools that are validated are syllabus, lesson plans, and scientific literacy instruments. The results of the study show that the learning device in the form of syllabus shows an average of 3.9 (78%) in the appropriate category, the Learning Implementation Plan (RPP) shows an average of 3.9 (78%) in the feasible category, and the items show the average value is 4.1 (82%) in the feasible category. Thus, inquiry-based science teaching materials developed in appropriate categories can be applied in learning. The results of the questionnaire response analysis of students showed that students' responses were very good for teaching materials because 77.8% of students were fluent that guided inquiry-based teaching material was interesting. In a large-scale trial, the N-gain value obtained in the experimental class was 70.74 with high criteria. Keywords: Science Teaching Materials; Guided Inquiry; Science Literacy

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Efektivitas Bahan Ajar IPA Berbasis Inkuiri Terbimbing (BAIPABIT) untuk Meningkatkan Kemampuan Berargumen Peserta Didik

JURNAL PIJAR MIPA ◽

10.29303/jpm.v14i2.1286 ◽

2019 ◽

Vol 14 (2) ◽

Cited By ~ 1

Author(s):

Deni Apriana Senjaharmini ◽

A Wahab Jufri ◽

Jamaluddin Jamaluddin

Keyword(s):

High School ◽

High School Students ◽

Science Teaching ◽

Junior High School ◽

Junior High ◽

Test Group ◽

Junior High School Students ◽

Guided Inquiry ◽

Teaching Materials ◽

School Students

Abstrak: This study aims to determine the effectiveness of guided inquiry-based science teaching materials (BAIPABIT) on the ability to argue junior high school students. This research was conducted in class VII of Suralaga 1 Public Middle School in the odd semester 2018/2019 academic year. The sample of 43 students was divided into two research classes, the control class and the experimental class. The type of research used is an experimental study with pre testpost test group design. Data analysis on the effectiveness of BAIPABIT on students 'ability to argue by using normalized gain indexes and students' classical completeness. The results showed that the N-Gain score in the control class was 30.77% and the experimental class was 57.57% and the classical completeness analysis showed that the classical completeness of the control class was 33.33% and the experimental class was 72.73%. This proves that guided inquiry based science material (BAIPABIT) is more effective in improving the ability to argue junior high school students than teaching materials commonly used by teachers. Kata Kunci : Science Teaching Materials, Guided Inquiry, Argument ability

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