Open AccessDevelopment of Guided Inquiry Learning Module using Promting Probing Technique in Electrolyte and Non- Electrolyte Solution to Increase Thingking Ability Critical Participant in Class X in Senior High School
Author(s) -
Suha Kamilah,
- Hardeli,
Umar Kalmar Nizar,
Desy Kurniawati
Publication year - 2020
Publication title -
international journal of innovative science and research technology
Language(s) - English
Resource type - Journals
ISSN - 2456-2165
DOI - 10.38124/ijisrt20aug139
Subject(s) - class (philosophy) , test (biology) , mathematics education , stage (stratigraphy) , psychology , significant difference , field (mathematics) , third stage , control (management) , computer science , mathematics , artificial intelligence , statistics , paleontology , pure mathematics , biology , training (meteorology) , physics , meteorology
The purpose of this to produce guided inquiry inquiry electrolyte and non-electrolyte chemistry chemistry modules with probing techniques and determine the level of validity, practicality and use of modules. This research includes education development research (EDR) using the Plomp development model which has three stages, namely the initial research stage (preliminary research stage), the prototype making stage (the prototyping stage) and the renewal stage (the assessment stage). When making prototypes self-evaluation (self-evaluation), expert evaluation (expert review), individual evaluation (oneto-one evaluation), small group evaluation (small group evaluation), while testing is done through the field test (field test) in 2 schools namely SMAN 3 Payakumbuh and SMAN 5 Payakumbuh The research instrument used was a questionnaire in the form of validity and practicality sheets, multiple choice questions and critical thinking descriptions. The results of practicality by students in small groups with an average of 0.89 and practicality by teachers on average 0.90 on the field test is very high. Hypothesis test results show a significant difference between the learning outcomes of experimental class students and the control class in schools with low ability, Hypothesis test results also show a significant difference between the thinking ability of the experimental class and the control class, both in schools with moderate to low student abilities.