The Development of Inquiry-Based Teaching Materials to Improve Physics Teacher's Conseptual Understanding
DOI:
10.29303/jppipa.v8i6.2543Published:
2022-12-30Issue:
Vol. 8 No. 6 (2022): DecemberKeywords:
Development of teaching material, inquiry, conceptual understandingResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This development research aims to produce a product in the form of a valid and effective inquiry-based learning tool to increase the conceptual understanding of prospective physics teachers. The products that were developed include SAP (Satuan Acara Perkuliahan) or lecture unit, and LKM (Lembar Kerja Mahasiswa) or worksheet, Teaching Materials and conceptual understanding test instruments. The research design used is a 4D model consisting of Define, Design, Develop and Disseminate. Data collection techniques used validation sheets and evaluation tests for conceptual understanding. The validity data was analyzed using a Likert scale. Product effectiveness data was analyzed using the Gain standard. Product validity was assessed by three expert validators. Assessment by the validator using criteria that are valid to strongly valid. The N-gain test for conceptual understanding showed values of 88.23% in the high category for the indicator of restating the concept and 62.81% in the medium category for the indicator of presenting the concept. The improvement in students' conceptual understanding as measured by the N-Gain test results after taking a pre-test and post-test can be used to determine the effectiveness of teaching materials developed by researchers. The pretest average score for the conceptual understanding instrument was 47.50 and for the posttest average score was 87.73. This value was then analyzed using the N-Gain test with a calculation result of 77.88%, which means that this value is classified into the high increase category. So, it can be concluded that the development of inquiry-based teaching materials to increase conceptual understanding of prospective physics teachers is valid and effective.
References
Abaniel, A. (2021). Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in Physics. Journal of Technology and Science Education, 11(1), 30-43. http://dx.doi.org/10.3926/jotse.1004
Andayani, Y., Hadisaputra, S., & Hasnawati, H. (2018). Analysis of the Level of Conceptual Understanding. Journal of Physics: Conference Series, 1095(1), 012045. https://doi.org/10.1088/1742-6596/1095/1/012045
Aydin Ceran, S., & Ates, S. (2020). Conceptual Understanding Levels of Students with Different Cognitive Styles: An Evaluation in Terms of Different Measurement Techniques. Eurasian Journal of Educational Research, 88, 149-178.
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 23108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
Fitriani, I. (2020). Penerapan Model Pembelajaran Inkuiri untuk Meningkatkan Keterampilan Proses Sains Siswa pada Materi Getaran Harmonik di SMA Negeri 1 Driyorejo, Inov. Pendidik. Fis. 9(1). Retrieved from https://jurnalmahasiswa.unesa.ac.id/index.php/5/article/view/31659
Höft, L., Bernholt, S., Blankenburg, J. S., & Winberg, M. (2019). Knowing more about things you care less about: Crossâ€sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry. Journal of Research in Science Teaching, 56(2), 184-210. https://doi.org/10.1002/tea.21475
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.010119
Idhar, A., Haerullah, A., & Roini, C. (2019). Pengaruh Perpaduan Model Think Pair Share (TPS) dan Pola Pemberdayaan Berpikir Melalui Pertanyaan (PBMP) Terhadap Kemampuan Berpikir Kritis Siswa di SMA Negeri 10 Kota Ternate. EDUKASI, 17(1). http://dx.doi.org/10.33387/j.edu.v17i1.1082
Kunwatthnaphan, D., Phaksunchai, M., & Duangpummet, P. (2021, July). The Development of an Inquiry-Based Laboratory Activity to Promote High School Students’ Conceptual Understanding of Stoichiometry. In Conference Proceedings. The Future of Education 2021.
Laksana, D. N. L., Dasna, I. W., & Degeng, I. (2019). The Effects of Inquiry-Based Learning and Learning Styles on Primary School Students' Conceptual Understanding in Multimedia Learning Environment. Journal of Baltic Science Education, 18(1), 51-62. http://dx.doi.org/10.33225/jbse/19.18.51
Lu, S., Bi, H., & Liu, X. (2018). The effects of explanation-driven inquiry on students’ conceptual understanding of redox. International Journal of Science Education, 40(15), 1857-1873. https://doi.org/10.1080/09500693.2018.1513670
Mbonyiryivuze, A., Yadav, L. L., & Amadalo, M. M. (2019). Students’ conceptual understanding of electricity and magnetism and its implications: A review. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 55-67. https://doi.org/10.4314/ajesms.v15i2.5
Nurmilawati, M., Setyosari, P., Amin, M., Kuswandi, D., & Muji, A. (2022). Uncovering The Profile Of The Influence Of Problem-Solving Skill Dimensions On Concept Understanding Through Inquiry Learning Strategies. Webology 19(2). Retrieved From https://www.webology.org/abstract.php?id=2126
Aryani, P.R., Akhlis, I., & Subali, B. (2019). Penerapan Model Pembelajaran Inkuiri Terbimbing Berbentuk Augmented Reality pada Peserta Didik untuk Meningkatkan Minat dan Pemahaman Konsep IPA, UPEJ Unnes Phys. Educ. J., 8(2). 90–101. https://doi.org/10.15294/upej.v8i2.33309
Parno, Mufidah, J., Diantoro, M., & Ali, M. (2021). Building conceptual understanding of students on laws of Newton through argument-driven inquiry. AIP Conference Proceedings, 2330(1), 050021. https://doi.org/10.1063/5.0043127
Rahmawati, M., & Suryadi, E. (2019). Guru sebagai fasilitator dan efektivitas belajar siswa. Jurnal Pendidikan Manajemen Perkantoran (JPManper), 4(1), 49-54. https://doi.org/10.17509/jpm.v4i1.14954
Sahidu, C. (2016). Pengembangan Program Pembelajaran Fisika (P3F). Mataram: FKIP UNRAM.
Satria, H., Yulkifli, & Ramli. (2019). Development Of Natural Science Books Inquiry Based Learning Model With Character Contents. Journal Of Research and Method In Education, 9(3), 49–56.
Septiana, E., Risdianto, E., Hamdani, D., Abdu, M., & Endang, E. (2022). Need Response Analysis to the Development of E-Comics in Material Quantities and Units. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 7(1), 241-257. http://dx.doi.org/10.31851/jmksp.v7i1.6475
Thahir, A., Anwar, C., Saregar, A., Choiriah, L., Susanti, F., & Pricilia, A. (2020). The Effectiveness of STEM Learning: Scientific Attitudes and Students’ Conceptual Understanding. Journal of Physics: Conference Series, 1467(1), 012008. https://doi.org/10.1088/1742-6596/1467/1/012008
Thiagarajan, S., Semmel, D. S., & Semmuel, M. I. (1974). Instructional Develoment for Training Teacher of Exceptional Children. Washinton DC. National Center for Improvement Educational System.
Wilujeng, I. (2018). IPA Terintegrasi Dan Pembelajarannya. Yogyakarta: UNY Press.
Yulianty, N. (2019). Kemampuan Pemahaman Konsep Matematika Siswa Dengan Pendekatan Pembelajaran Matematika Realistik. Jurnal Pendidikan Matematika Raflesia, 4(1), 60-65. https://doi.org/10.33369/jpmr.v4i1.7530
Yulkifli, Yanto, E., Agustia, R., Ihsan, I., & Yohandri. (2020). Development Of Electronic Physics Module For Class Xi High School Semester 2 Using Model Inquiry Based Learning Integrated Approach Contextual Teaching And Learning. Journal Of Research And Method In Education, 10(2), 41–52. https://doi.org/10.9790/7388-
Author Biographies
Lovy Herayanti, Universitas Pendidikan Mandalika
Habibi Habibi, Universitas Pendidikan Mandalika
Baiq Azmi Sukroyanti, Universitas Pendidikan Mandalika
License
Copyright (c) 2022 Lovy Herayanti, Habibi Habibi, Baiq Azmi Sukroyanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
