No abstract

The aim of this research is to produce inquiry learning instrument based on freshwater fishpond that meet valid, practical, and effective criteria. This method of research and development uses 4D Thiagarajan et al. (1974) development model but it is restricted up to Disseminate in the summative evaluation substage. Analysis result validation of learning instrument is 94.26 percent, it means that comply criteria is very valid. The result of practicality from lesson plan, student worksheet and hand-out are 92.25 percent, 89.11 percent and 85.78 percent it means that comply criteria is very practical. The effectiveness indicates that there is difference and increase the value of concept comprehension, science process skills and student environmental awareness attitude posttest and student that cooperative learning instrument. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran yang memenuhi kriteria valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan 4D oleh Thiagarajan et al. (1974) namun dibatasi sampai tahap Disseminate sub tahap summative evaluation. Hasil uji kevalidan perangkat pembelajaran sebesar 94,26 persen yang menunjukkan kriteria sangat valid. Hasil uji kepraktisan dari keterlaksanaan perangkat pembelajaran, LKS dan hand-out sebesar 92,25 persen, 89,11 persen dan 85,78 persen yang memenuhi kriteria sangat praktis. Uji keefektifan menunjukkan bahwa terdapat perbedaan dan peningkatan rerata skor posstest pemahaman konsep, keterampilan proses sains dan sikap peduli lingkungan siswa pada kelas yang menggunakan perangkat pembelajaran inkuiri berbasis tambak air tawar dibanding dengan siswa yang menggunakan perangkat pembelajaran model kooperatif.

Cognitive abilities are important abilities that students have to be able to construct and understand lessons. The development of students’ cognitive abilities can be done through modules where the use of modules can improve learning activities and student learning outcomes. The use of modules with local potential learning resources makes learning more meaningful. The research aimed to compare student’s cognitive skills between students using the ecosystem module based on inquiry with fishpond as a learning resource and worksheet. The research was a quasi-experiment using a nonrandomized control group pretest-posttest design. The subjects of this research were two classes including 28 students of grade X IPA 3 as an experimental class and 28 students of grade X IPA 4 as a control class. The data were analyzed using analysis of covariance (ANCOVA). The result showed that the p-value was less than α or p < α (α = 0.05) that meant H1 was accepted. It was concluded that there was a difference in student’s cognitive skills using the ecosystem module and worksheet. Therefore learning using ecosystem module based on inquiry with fishpond as a learning resource empowered student’s cognitive skills. The effectiveness of modules based on local potential improves students’ cognitive abilities so that modules with learning resources from local potential can be applied in schools, especially ecosystem materials.