Learning tool development of guided inquiry based to reduce of student’s mistake in resolving question on cell division concept

Abstract

This study aims to produce learning tools using the guided inquiry model which is reasonable to reduce misconception in students’ class XII for solving problems ability on the cell division concept. This development research refers to Borg and Gall development which was modified. The collected data were analyzed qualitatively and quantitatively. Validity data using content validity ratio formula by Lickert Scale. Data of learning feasibility, students’ activities, and student responses conducted on observations. Data obtained from pre and posttest which are used to assess student learning outcomes, were analyzed using the normalized gain formula. The results of the study showed that learning tools (lesson plan and worksheet) are developed showed on minimum valid criteria. Practicality aspect of developed learning tools show good criteria was observed from the learning feasibility, students’ activities and responses. The effectiveness aspect showed high criteria based on N-gain was observed from students’ learning outcomes. This result shows that learning tools are developed qualify on validity, practicality, and effectiveness aspect and can use to measure learning quality to reduce students’ mistake in solving problems ability in the concept of cell division.

Development of Student Worksheets Based on Guided Inquiry in Biology Learning to Improve the Scientific Literacy of Class X High School Students

“…So it can be concluded that guided inquiry-based worksheets are effectively used in the learning process and can improve students' scientific literacy. This is in accordance with [14] whose research results show that guided inquiry-based worksheets are used effectively because in limited trials, there is an increase in students' learning outcomes and science literacy scores before and after learning using the inquiry learning model. Overall the pre-test mean score was 21.65 and the post-test mean score was 78.5, resulting in an N-gain score of 0.72.…”

“…This research aims to produce guided inquiry-based LKPD that is suitable for use to increase the scientific literacy of class X MIA students at SMA Negeri 1 Tigalingga in semester 2 biology material through validity and effectiveness testing. This is in line with the statement by [13] that Student Worksheets Based on Guided Inquiry on Fungi Material for Class And [14] stated that the guided inquiry-based LKPD that was developed was practical and effective, through limited trials showed that the implementation of learning obtained a minimum score of 79, student activities obtained a minimum score of 77, with minimum good criteria; and student learning outcomes based on N-gain calculations obtained a minimum score of 79 with minimum high criteria.…”

“…Effectiveness can be seen from the students' activities, student responses and the level of mastery of the students' material which can be seen from the increase in student learning outcomes through the pre-test and post-test [18]. This is relevant to research conducted by [14] that the results of observing the effectiveness of the learning tools developed are seen from the assessment of student learning outcomes and scientific literacy.…”