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L., Putri Chusnul Chotimah
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Development of Physics Teaching Modules Oriented to Scientific Approach to Improve Students' Science Process Skills L., Putri Chusnul Chotimah; Helmi; Arafah, Kaharuddin
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8960

Abstract

This research is a development researchs. The aim is to produce a physics teaching module oriented to a scientific approach. This teaching module is used to improve students' science process skills. The subjects of the research trial were 34 students of class X of SMAN 13 Makassar. The development model of the physics teaching module oriented to a scientific approach is a 4-D instructional model consisting of define, design, development, dissemination. The research instrument used a validation sheet, a practitioner assessment questionnaire, and a science process skills test instrument. Based on the results of the data analysis, the following conclusions were obtained: the physics teaching module oriented to a scientific approach was declared valid and feasible to use with an integrated scientific approach learning activity structure and a collection of questions according to the science process skills indicators; the physics teaching module oriented to a scientific approach reviewed from the assessment of practitioners, namely physics subject teachers, was in the very good category; the effectiveness of the physics teaching module oriented to a scientific approach reviewed from students' science process skills using the N-Gain score was in the effective category. This can be interpreted that the physics teaching module oriented to a scientific approach that was developed is effective in improving students' science process skills.
Co-Authors Helmi Kaharuddin Arafah