Development of Guided Inquiry Lesson Based on Ethnoscience E-Modules to Improve Students’ Problem-solving Ability in Chemistry Class

Abstract

The limitations of teaching materials in the implementation of distance learning coupled with students’ low problem-solving ability led to the need to develop teaching materials in the form of guided inquiry to improve students’ ability to solve problems. This development research aims to determine the validity, practicality, and effectiveness of the Guided Inquiry Lesson Based on Ethnoscience (GILBE) e-module. This development research employs the Research and Development (RD) approach with a 4D development model, meaning define, design, develop, and disseminate. GILBE e-module on colloid material was piloted on 16 students SMA at Central Kalimantan in the limited trial and 30 students SMA at South Kalimantan in the broad trial. The validity test was measured using a validation sheet. The practicality test was measured using a readability questionnaire, student and teacher responses, and the effectiveness test was measured using a problem-solving ability test instrument in the form of ten essay questions. Descriptive and inferential statistical analysis was used to analyze the data. The findings revealed that the designed e-module matched valid, practical, and effective. The effectiveness is based on the p-value 0.05 in the limited and broad trial of the N-gain of students’ problem-solving abilities in the high category and can be used in the chemistry learning process. Further research will develop teaching materials for higher-order thinking that apply the GILBE model, which is of higher quality.

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

“…The MCC learning model encourages CC on students with motivation, cognitive conflict strategies, representation, scaffolding metacognitive, and collaborative argumentation in the problem-solving process. In this research, the MCC model encourages CC on students by using cognitive conflict strategies with the discrepant event (Ramsburg & Ohlsson, 2016;Labobar et al, 2017;Syahmani et al, 2022), group work and questioning the argument (Kaya, 2013;Kramarski & Michalsky, 2013) for conceptual change and improving students' understanding (Vamvakoussi et al, 2013). Several studies explore conceptual changes on various topics and contexts, for example, overcoming students' misconceptions and understanding concepts about learning chemistry/science (Avargil, 2019;Vosniadou, 2020;Avargil & Saxena, 2023).…”

Pengembangan Media Pembelajaran Interaktif Terintegrasi Etnosains Untuk Meningkatkan Kemampuan Literasi Sains Dan Motivasi Belajar Peserta Didik Pada Materi Hidrolisis Garam

“…Pendekatan menggunakan budaya lokal efektif meningkatkan kemampuan berpikir, pemahaman konsep, dan proses sains peserta didik (Syahmani et al, 2022).…”