.png)
.png)
Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill
Abstract
Science process skills (SPS) are an important aspect of learning science. SPS help students to develop creativity in learning. Process skills such as observing, formulating questions, interpreting, experimenting, hypothesizing, applying concepts, and communicating. This study aims to analyze the need for development resources needs of science filled with science process skills. Requirement analysis of the development of teaching materials with the skill of the process of science needs to be done because the textbook is the reference a teacher in the class. The subjects matter of chemistry the study was three senior high schools in Sambas, West Borneo. Needs analysis conducted using a qualitative approach, in terms of needs in classroom learning and content of process skills on teaching materials. Data were collected by interviews and questionnaires were analyzed descriptively. The results showed that as many as 27 percents of students perceive the book used in learning has not yet trained the science process skills. As many as 73 percents of students perceive that they need instructional materials in the form of inquiry-based chemistry modules to improve science process skills. Modules are developed based guided inquiry for having guided inquiry learning stages that can practice students' science process skills.
Full Text:
PDFReferences
Aktamis, H., & Ergin, O. (2008). The Effect of Scientific Process Skills Education on Students’ Scientific Creativity, Science Attitudes and Academic Achievements. Asia Pacific Forum on Science Learning and Teaching, 9(1), 21. Retrieved from http://search.proquest.com/docview/61875613?accountid=14719
Aktamiş, H., & Yenice, N. (2010). Determination of The Science Process Skills and Critical Thinking Skill Levels. Procedia - Social and Behavioral Sciences, 2(2), 3282–3288. https://doi.org/10.1016/j.sbspro.2010.03.502
Amnah, R., Rauf, A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2017). Inculcation of Science Process Skills in a Science Classroom, 9(8), 47–57. https://doi.org/10.5539/ass.v9n8p47
Aydin, A. (2013). Representation of Science Process Skills in the Chemistry Curricular for Grades 10, 11 and 12. International Journal of Education and Practice, 1(5), 51–63. Retrieved from http://www.pakinsight.com/journals/IJEP.htm%0AREPRESENTATION
Aydin, G. C., & Cakiroglu, J. (2017). Learner Characteristics and Understanding Nature of Science. Science and Education, 26(7–9), 919–951. https://doi.org/https://doi.org/10.1007/s11191-017-9939-6
Gabby, S., Avargil, S., Herscovitz, O., & Dori, Y. J. (2017). The Case of Middle and High School Chemistry Teachers Implementing Technology: Using The Concerns-based Adoption Model to Assess Change Processes. Chem. Educ. Res. Pract., 18, 214–232. https://doi.org/10.1039/C6RP00193A
Hatzikraniotis, E., Kallery, M., Molohidis, A., & Psillos, D. (2010). Students’ Design of Experiments: An Inquiry Module on The Conduction of Heat. Physics Education, 45, 335–344. https://doi.org/10.1088/0031-9120/45/4/002
Hsu, Y.-S., Fang, S.-C., Zhang, W.-X., Wu, H.-K., Wu, P.-H., & Hwang, F.-K. (2016). Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students’ Inquiry Abilities. Journal of Educational Technology & Society, 19(2), 228–244.
Kruea-In, N., & Thongperm, O. (2014). Teaching of Science Process Skills in Thai Contexts: Status, Supports and Obstacles. Procedia - Social and Behavioral Sciences, 141, 1324–1329. https://doi.org/10.1016/j.sbspro.2014.05.228
Lati, W., Supasorn, S., & Promarak, V. (2012). Enhancement of Learning Achievement and Integrated Science Process Skills Using Science Inquiry Learning Activities of Chemical Reaction Rates. Procedia - Social and Behavioral Sciences, 46, 4471–4475. https://doi.org/10.1016/j.sbspro.2012.06.279
Ngurah, D., & Laksana, L. (2017). The Effectiveness of Inquiry-Based Learning for Natural Science Learning In Elementary. Journal of Education Technology, 1, 1–5.
Paulo, J., & Cruz, C. (2015). Development of an Experimental Science Module to Improve Middle School Students ’ Integrated Science Process Skills. DLSU Research Congress 2015, 3, 1–6.
Rambuda, A. M., & Fraser, W. J. (2004). Perceptions of Teachers of The Application of Science Process Skills in The Teaching of Geography in Secondary Schools in The Free State Province. South African Journal of Education, 24(1), 10–17. Retrieved from http://www.ajol.info/index.php/saje/article/view/24960/20645
Smaldino, S. E., Lowther, D. L., & Russel, J. D. (2011). Instructional Technology and Media For Learning. Jakarta: Kencana Prenada Media.
Strom, R. K. (2012). Using Guided Inquiry To Improve Process Skills and Content Knowledge in Primary Science. Bozeman, Montana.
Veal, W. R., Taylor, D., & Rogers, A. L. (2009). Using Self-Reflection to Increase Science Process Skills in The General Chemistry Laboratory. Journal of Chemical Education, 86(3), 393–398. https://doi.org/10.1021/ed086p393
Winkelmann, K., Baloga, M., Marcinkowski, T., Giannoulis, C., Anquandah, G., & Cohen, P. (2014). Improving Students ’ Inquiry Skills and Self-Efficacy through Research-Inspired Modules in the General Chemistry Laboratory. Journal of Chemical Education. https://doi.org/10.1021/ed500218d
Zeidan, A. H., & Jayosi, M. R. (2015). Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World Journal of Education, 5(1), 13–24. https://doi.org/10.5430/wje.v5n1p13
DOI: https://doi.org/10.20961/ijpte.v2i0.19750
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Jane Arantika, Sulistyo Saputro, Sri Mulyani
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
