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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School
Nensi, Mariana
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Pengembangan Modul Berbasis Inkuiri Terbimbing pada Materi Kimia untuk Meningkatkan Keterampilan Proses Sains Nensi, Mariana
Pedagogik Journal of Islamic Elementary School VOL 7 NO 2 OCTOBER 2024
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v7i2.7184

Abstract

Penelitian ini mengkaji proses pembuatan, kelayakan, kelebihan, dan peningkatan keterampilan proses sains peserta didik melalui penggunaan modul kimia berbasis inkuiri terbimbing. Penelitian ini melibatkan 20 peserta didik kelas X, dengan pengembangan modul melalui tahapan pendefinisian, pengumpulan data, perancangan, validasi ahli, revisi, dan uji coba. Hasil validasi ahli menunjukkan modul ini sangat layak dengan skor 87,81%. Uji coba terbatas mendapatkan penilaian aspek tampilan 78%, penyajian 85%, dan manfaat 95%, sementara penilaian guru mencapai 92% atau kategori baik. Modul ini memiliki kelebihan dalam memfasilitasi pembelajaran aktif dan meningkatkan keterampilan proses sains peserta didik. Uji coba skala luas menunjukkan bahwa penggunaan modul berhasil meningkatkan keterampilan proses sains peserta didik hingga 83,33%, yang tergolong sangat terampil. Dengan demikian, temuan ini menyimpulkan bahwa modul kimia berbasis inkuiri terbimbing efektif diterapkan dalam pembelajaran kimia untuk meningkatkan kualitas proses dan hasil belajar peserta didik, khususnya pada materi yang membutuhkan pemahaman konseptual dan keterampilan ilmiah.
TRANSFORMASI PEMBELAJARAN MELALUI INKUIRI TERBIMBING: DAMPAKNYA TERHADAP KEMAMPUAN KOLABORATIF DAN PROBLEM SOLVING DALAM KURIKULUM DEEP LEARNING Nensi, Mariana; Astuti, Nelia; Raidil, M.; Simorangkir , Agustina; Candra Ledoh, Cartika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44506

Abstract

21st-century education demands that students develop collaborative and problem-solving skills as core competencies. A deep learning-based curriculum emphasizes the importance of active student engagement, strong conceptual understanding, and the development of higher-order thinking skills. However, implementation in the field shows that learning is still dominated by teacher-centered methods, resulting in suboptimal student collaborative and problem-solving skills. This study aims to analyze the effect of implementing a guided inquiry learning model on improving students' collaborative and problem-solving skills within the context of a deep learning curriculum. The method used was a quantitative descriptive study with a pretest-posttest experimental design in an experimental class implementing the guided inquiry model. The results showed a significant effect of the guided inquiry learning model on learning outcomes, indicated by a significance value of 0.000 < 0.025, thus Ha was accepted. Furthermore, there was an increase in chemistry learning outcomes, indicated by an n-Gain value of 0.86 for 11th-grade science students at SMA Muhammadiyah Jayapura, which is considered high. These findings confirm that the guided inquiry model is effective in improving student learning abilities in line with the demands of 21st-century learning.
Co-Authors Astuti, Nelia Candra Ledoh, Cartika M Raidil Simorangkir , Agustina