Increased Ability to Argue Students Through Development Science Teaching Materials Based on Guided Inquiry Models
Intan Sahmadesti (a*), Aliefman Hakim (b), Saprizal Hadisaputra (b)
a) Magister Program of Science Education, Universitas Mataram, Jl. Majapahit No. 62, Lombok 83125, Indonesia
*sahmadestiintan[at]gmail.com, rizal[at]unram.ac.id
b) Chemistry Education Study Program, Universitas Mataram, Jl. Majapahit No. 62, Lombok 83125, Indonesia
Abstract
Argumentation skills are an important practice in science in the 21st century to develop analytic skills and engage in arguments that can construct scientific explanations, develop critical thinking skills and evaluate alternatives. Science learning with guided inquiry model is able to facilitate students in learning to argue. However, good learning must be supported by good teaching materials. So the purpose of this study is to develop junior high school science teaching materials to improve students ability to argue. This study uses the Research and Development (R & D) method which was adapted from Borg & Gall. The parameters used to determine the quality of teaching materials developed are validity and practicality. The validity and practicality of the teaching materials developed were analyzed using Aikens V. The results of the feasibility test based on the results of expert validation were obtained by Aikens V of 0.75 with valid criteria, while the practicality test results based on teacher and student responses obtained Aikens V scores in a row 0.84 (very practical) and 0.80 (practical). Based on this, it can be concluded that the teaching materials developed meet the criteria for developing quality products that are valid and practical.
Keywords: Science learning materials, Guided inquiry model, Learning motivation, Argumentation skill
Topic: Science Education