The Validity and Practicality of Buffer Solution Module Based on Guided Inquiry Complemented by HOTS Type Questions

Sri Handayani, Iryani Iryani

Article Metrics

The abstract has been viewed for 434 times.
The full pdf article has been downloaded for 336 times.

Total Citations

This citation data is acquired through it's entry on Dimensions.Ai website.

Abstract

This research development aims were to create and determine validity and practicality categories of buffer solution module based on guided inquiry equipped with HOTS type problems. This research was a Research and Development with Plomp development model. Instrument used was module validity and practicality questionnaire. Module was validated by 5 validators. Practicality was determined by providing a questionnaire to 2  chemistry teachers and 51 students of class XII MIPA SMAN 8 Padang. The data obtained were analysed with the Kappa Cohen formula. The result of the research obtained average kappa moment value validity (0,90), average kappa moment value practicality of teacher response (0,93) and the practicality of student response (0,84). This result showed that the module which has been developed was very valid and practical to used in learning

Keywords

Module, Buffer Solution, Guided Inquiry, Validity, Plomp Development Model

References

Syukri S. Kimia Dasar. Bandung: ITB; 1999.

Mirjannah M, dkk. Peningkatan Aktivitas dan Hasil Belajar Siswa Melalui Penerapan Model Learning Cycle 7E (LC 7E) pada pembelajaran Biologi Kelas X IPA 4 SMA Negeri 1 Bringin Tahun Pelajaran 2016/2017. J Varidika 2017;29(1):18–27.

RI P. Perubahan Atas Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 59 Tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Atas/Madrasah Aliyah. 2018.

Hanson DM. Designing Process-Oriented Guided-Inquiry Activities. Pacific Crest 2005;(2nd edition).

Putra MIS, Widodo W, Jatmiko B. The Development of Guided Inquiry Sciens Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers. J Pendidik IPA Indones 2016;5(1):83–93.

Septiani D. Efektivitas Model Inkuiri Berbantuan Modul dalam meningkatkan Pemahaman Konsep dan Keterampilan Generik Sains. J Inov Pendidik Kim 2014;8(1):1340–50.

Kemendikbud. Buku Pegangan Pembelajaran Berorientasi Pada Keterampilan Berpikir Tingkat tinggi. Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan; 2018.

Kemendikbud. Modul Penyusunan Soal Higher Order Thinking Skills (HOTS). Jakarta: Direktorat Pembinaan SMA; 2017.

Iryani, Mawardi and A. Pengaruh Penggunaan LKS Berbasis Inkuiri Terbimbing Terhadap Hasil Belajar Siswa Untuk Materi Koloid Kelas XI SMAN 1 Batusangkar. Eksakta 2016;1.

Mainali BP. Higher Order Thinking in Education. Acad Voices A Multidiscilinary J 2012;2(1):5–10.

Plomp T. Educational Design Research: An Introduction”, dalam An Introduction to Educational Research. Enschede, Netherland: National Institute for Curriculum Development; 2007.

Boslaugh S dan PAW. Statistics in a Nutshell, a desktop quick reference. Beijing, Cambridge, Famham, Köln, Sebastopol, Taipei,Tokyo: O’reilly;

Departemen Pendidikan Nasional. Panduan Pengembangan Bahan Ajar. Jakarta: Departemen Pendidikan Nasional, Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah, Direktorat Pembinaan Sekolah Menengah Atas; 2008.

Majid A. Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press; 2011.

Prastowo A. Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press; 2011.

DOI: https://doi.org/10.24036/ekj.v2.i1.a117

Refbacks

  • There are currently no refbacks.