Open AccessThe Development of Guided Inquiry Based Science Basic Concept Teaching Materials
Author(s) -
Wahyu Rofikhatul Rikha Ula,
Anna Mariyani
Publication year - 2021
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 - 10.1088/1742-6596/1842/1/012079
Subject(s) - mathematics education , scope (computer science) , computer science , process (computing) , scale (ratio) , class (philosophy) , test (biology) , psychology , artificial intelligence , physics , quantum mechanics , programming language , operating system , paleontology , biology
Natural Science is mostly delivered using the lecture method and providing exercises or written assignments as well as laboratory activities which are limited to carrying out the activity steps according to the worksheets used. In this case, the educators do not provide opportunities for students to conduct experiment according to their ideas and knowledge. As a result, the process of learning becomes less interesting and meaningful. The purpose of this study was to determine the development of guided inquiry based science basic concepts teaching materials. The method used in this study was a research and development. This study was conducted in several stages, they are define, design, develop, and disseminate. This study was conducted at STKIP Muhammadiyah Blora by using the research data sources that derived from experts, professionals, educators, and students. The results of this study indicated that; (1) the define stage was carried out by using front end analysis (FEA) which consists of field studies and material analysis; (2) the planning stage (design) begins with the preparation of learning tools, preparation of questionnaire guidelines, observation, interviews, preparation of guided inquiry based teaching materials, and restrictions on the scope of the research; (3) the development stage (develop) was conducted through two steps, namely; 1) expert judgment followed by revision; 2) limited scale trial and error. The results of the validation of the feasibility of teaching materials for the guided inquiry based science basic concepts obtained an average percentage of 83% with feasible criteria; and (4) the product dissemination stage in the form of guided inquiry based science basic concepts teaching materials conducted on lecturers and students. The conclusion of this study is that guided inquiry based teaching materials are suitable to be used for teaching. The implication of this study is that the development of guided inquiry based science basic concepts teaching materials can increase the activity of students in the learning process.