Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

Mohammad Wijaya M

doi:10.26858/cer.v6i1.39489

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

Mohammad Wijaya M^(1*),

(1) Universitas Negeri Makassar
(*) Corresponding Author

DOI: https://doi.org/10.26858/cer.v6i1.39489

Abstract

This study is an experimental study (quasi experiment) which aims to determine the effect of the use of learning modules based on the differentiated science inquiry model on cognitive learning outcomes of students in Class XI MIPA 1 SMAN 8 Gowa on colloidal system material. The design of this study using pretest-posttest control group design. The results of the analysis of the description obtained that the average value of the experimental class and control class learning outcomes of 89.65 and 81.43 with a standard deviation of 3.96 and 5.38, respectively. Completeness of learning experimental class reached 94.44% while the control class was only 91.67%. The difference in the value of N-Gain category for each level of inquiry also occurs where the N-Gain in, SI, GI, and SDI in the control and experimental classes are successively 0.696 (medium); 0.821 (high); 0.771 (high); 0.863 (high); 0.78 (high); 0.885 (high); 0.789 (high) and 0.884 (high). The average cognitive learning outcomes of students who are taught by using learning modules based on the DSI model is higher than the DSI learning model without using learning modules. The results of hypothesis testing with Mann Whitney Test at a significant level, α = 0,05 obtained significance (0.000) so that it is concluded that there is an influence of the use of learning modules based on the DSI model on cognitive learning outcomes of students.

Keywords

Module; Differentiated Science Inquiry; Cognitive Learning Ourcomes.

Full Text:

PDF

References

Agustin, D., Mislekah, E., Sugandi, A. S., & Pratiwi, Y. (2021). Efektifitas Kurikulum 2013 terhadap Peningkatan Mutu Pendidikan di SD Negeri 1 Purbawinangun. Standarisasi Pendidikan Sekolah Dasar Menuju Era Human Society 5.0, 1, 144–151.

Aksan, J. A. (2021). Effect of Modular Distance Learning Approach to Academic Performance in Mathematics of Students In Mindanao State University-Sulu Senior High School Amidst Covid-19 Pandemic. Open Access Indonesia Journal of Social Sciences, 4(2), 407–430. https://doi.org/10.37275/oaijss.v4i2.64

Betlen, E. A. (2021). Effect Of Modular Learning Approach on The Academic Achievement of StudentsS. Global Scientific Journal, 9(7), 2995–3004.

Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26

Djalil, Moh. R. (2021). Identifikasi Kesulitan Belajar Siswa Dalam Memahami Konsep Kimia Koloid Di Kelas Xi SMA Negeri 4 Gorontalo [Skripsi, Universitas Negeri Gorontalo]. https://repository.ung.ac.id/skripsi/show/441414057/identifikasi-kesulitan-belajar-siswa-dalam-memahami-konsep-kimia-koloid-di-kelas-xi-sma-negeri-4-gorontalo.html

Fuad, N. M. (2017). Pengaruh model pembelajaran differentiated science inquiry dipadu mind map terhadap hasil belajar kognitif ipa-biologi, ketrampilan berpikir kritis dan kreatid ditinjau dari gender pada siswa SMP Negeri Di Kabupaten Kediri. The Learning University. http://repository.um.ac.id/id/eprint/64661

Greene, J., & Thomas, K. (2020). Understanding Psychology. In I. Roth (Ed.), Introduction to Psychology (1st ed., pp. 826–850). Psychology Press. https://doi.org/10.4324/9781315785127-17

Hobri. (2010). Metodologi Penelitian Pengembangan. Pena Salsabilah.

Lembaga Penelitian dan Pengabdian Masyarakat. (2021). Overview of the Understanding of Learning Modules and Main Functions. LP2M Universitas Medan Area, 12–13.

Llewellyn, D. (2011). Differentiated science inquiry. Corwin Press.

Luviani, S. D., Mulyani, S., & Widhiyanti, T. (2020). A Review of Three Levels of Chemical Representation until 2020. Journal of Physics: Conference Series, 1806.

Mulyani, S., Haniza, N., Ramadhani, D. G., & Mahardiani, L. (2021). Rash Model Approach for Analysis of Misconception on Chemistry Learning with Distractor Analysis. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 6(1), 98. https://doi.org/10.20961/jkpk.v6i1.50517

Nugraeni, M. H. & Paidi. (2021). Instructional designs to promote scientific literacy on students and teachers: A review study. Journal of Physics: Conference Series, 1788(1), 012042. https://doi.org/10.1088/1742-6596/1788/1/012042

Pop, C.-F. (2022). Learning Science-Based Differentiated Inquiry. 9702–9709. https://doi.org/10.21125/inted.2022.2546

Salempa, P., Danial, M., Wijaya, M., & Auliah, A. (2021). Pengaruh Model Pembelajaran Differentiated Science Inquiry terhadap Hasil Belajar Kimia Peserta Didik. SEMINAR NASIONAL HASIL PENELITIAN 2021, Makassar.

Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4C Abad 21 Dalam Pembelajaran Pendidikan Dasar. Ejournal UIN Imam Bonjol Padang, 3(2), 112–122. https://doi.org/10.15548/alawlad.v8i2.1597

Ülger, B. B., & Çepni, S. (2020). Evaluating The Effect of Differentiated Inquiry-Based Science Lesson Modules on Gifted Students’ Scientific Process Skills. Pegem Eğitim ve Öğretim Dergisi, 10(4), 1289–1324. https://doi.org/10.14527/pegegog.2020.039

Utami, S. P., Ramlawati, & Wijaya, M. (2021). Pengembangan Perangkat Pembelajaran Kesetimbangan Kimia berbasis Model Pembelajaran Differentiated Science Inquiry untuk Meningkatkan Keterampilan Berpikir Kritis dan hasil Belajar Peserta Didik [Tesis]. Program Pascasarjana UNM.

Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing The Complexity of Differentiated Instruction. School Effectiveness and School Improvement, 30(1), 51–67. https://doi.org/10.1080/09243453.2018.1539013

Vinko, L., Delaney, S., & Devetak, I. (2020). Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge. Center for Educational Policy Studies Journal, 10(2), 9–25. https://doi.org/10.26529/cepsj.893