Open AccessDevelopment of buffer solution module based on guided inquiry and multiple representations
Author(s) -
Iryani,
Zonalia Fitriza,
Iswendi,
. Bayharti,
W. Yunisa,
P. Ifelicia
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1317/1/012155
Subject(s) - validator , computer science , test (biology) , field (mathematics) , product (mathematics) , process (computing) , mathematics education , new product development , curriculum , subject (documents) , mathematics , psychology , pedagogy , programming language , paleontology , geometry , marketing , pure mathematics , business , biology , library science
This research aims to develop a buffer solution module based on guided inquiry and multiple representations and reveal validity, practicality, and effectiveness. This module adapts to the demands of a revised 2013 curriculum that guides students to discover their own concepts and helps students understand the concept of buffer solutions through multiple representations. This type of research is development research, the development model used is the Plomp model which consists of three stages, namely preliminary research, prototyping stage, and assessment phase. The subject of the research was the eleventh grade students. The research instrument used was questionnaire validity sheet, practicality sheet, and learning outcome test. The module is validated by the validator and revised to get a valid module. Valid modules are tested to find out the practicality and effectiveness in the field. The results of the validity sheet analysis show that the module has an average kappa moment of 0.77. This shows that the module is valid with a high category. The results of the field trial showed the practicality of the product based on the teacher’s response was 0.73 and the student’s response was 0.76. This score includes high criteria. This is evidenced by the product effectiveness test which can be seen from the increase in the initial and final test scores from 18.8 to 84.6. This improvement shows that effective modules are used in the learning process. This is supported by the n-gain value of 0.7 which states that the module is effective with high criteria.