Authors :
Suha Kamilah; Hardeli; Umar Kalmar Nizar; Desy Kurniawati
Volume/Issue :
Volume 5 - 2020, Issue 8 - August
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/2Ef8W28
DOI :
10.38124/IJISRT20AUG139
Abstract :
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.
Keywords :
Module, Electrolyte Solution And Non Electrolyte Solution, Guided Inquiry, Probing Prompting Technique, Critical Thinking
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.
Keywords :
Module, Electrolyte Solution And Non Electrolyte Solution, Guided Inquiry, Probing Prompting Technique, Critical Thinking
