Open AccessNeed analysis of to development guide-module based on inquiryin respiratory and excretion topicsfor students of class XI senior high school
Author(s) -
Minda Sintia,
Ramadhan Sumarmin
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 - 10.1088/1742-6596/1317/1/012188
Subject(s) - presentation (obstetrics) , curriculum , class (philosophy) , mathematics education , process (computing) , data presentation , product (mathematics) , psychology , data collection , medical education , pedagogy , computer science , medicine , sociology , mathematics , social science , geometry , artificial intelligence , radiology , operating system
Biology as a science learning essentially consists of products, processes, and attitudes that require students to invent and solve the problems. Learning science is a process of knowledge construction through the thinking activities of learners. In this situation, students are given the opportunity to develop their knowledge independently through an investigation activity. According to the 2013 curriculum, it is recommended that some of the learning models are the inquiry learning model. This inquiry model is designed to guide students directly into the scientific process through exercises that emphasize the scientific process.This study aims to determine the needs of students on the development of guide module based on inquiry for senior high school students. This research is a descriptively. The subjects were thirty students of Class XI and a teacher of Biology SMAN 7 Padang. Data collection used descriptively to book analysis instruments, curriculum analysis instruments, and interview guides. The results showed that (1)Handling teaching materials for students focus on science as a product, presentation of material has not directed students to be involved in finding knowledge, (2) Presentation of material on the students’ instructional materials has not been based on one of the recommended learning models in the 2013 curriculum. (3) Handling instructional materials for students have not been able to motivate students to learn, the pictures in the material presentation appear unclear and incomplete information, (4)The presentation of the material on the students’ teaching materials is not systematic and directed, (5) The respiratory system material and excretion require an investigation or observation of the concept of the material being studied.