Development of Multiple Representation-based Electronic Teaching Materials Using Guided Inquiry on Acid-Base Topic







Vol. 10 No. 4 (2024): April


Acid-base topic, Electronic teaching materials, Guided inquiry, Multiple representation

Research Articles


How to Cite

Nurani, I., & Suyanta. (2024). Development of Multiple Representation-based Electronic Teaching Materials Using Guided Inquiry on Acid-Base Topic. Jurnal Penelitian Pendidikan IPA, 10(4), 1674–1683.


Download data is not yet available.


Metrics Loading ...


This study aims to develop and determine the feasibility of multiple representation-based electronic teaching materials using a guided inquiry model on the topic of acid and base for class XI high school. The method used in this research is research and development (R & D) which was developed by Thiagarajan and known as the 4D model. The 4D model consists of four stages: define, design, develop, and disseminate. This research instrument is a questionnaire to obtain a quantitative score used to determine the feasibility of teaching materials. The study results indicate that the developed teaching materials have a very good feasibility percentage. The developed teaching materials have been corrected by expert lecturers and revised according to the input given so that a decision is obtained that the teaching materials can be used. The feasibility of teaching materials is determined based on the assessment of the chemistry teacher as a reviewer and student responses. The assessment category obtained from the review by the chemistry teacher are very good with an average assessment percentage of 86.75%. Based on the results of field trials, the student responses show that the developed teaching materials were classified as very good category with an average percentage of 83.00%. Therefore, based on the validation and field trial results, the developed electronic teaching materials are feasible for use in class XI chemistry learning on the acid-base topic.


Andriani, S., Sukarmin, & Masykuri, M. (2021). Development of electronic modules (e-modules) based on guided inquiry on temperature and heat materials to improve students’ science literacy. Jurnal Penelitian Pendidikan IPA, 7, 281–287.

Arini, D., & Kustijono, R. (2017). The development of interactive electronic book (budin) using flip pdf professional to train higher order thinking skills. Jurnal Inovasi Pendidikan Fisika, 6(3), 312-318.

Aulia, E. V. (2019). Improving science science literacy skills for high school students through guided inquiry- based learning. Advances in Computer Science Research, 95, 151-155.

Becker, N., Stanford, C., Towns, M., & Cole, R. (2015). Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class. Chemistry Education Research and Practice, 16(4), 769-785.

Becker, S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile devices to enhance inquiry-based learning processes. Learning and Instruction, 69, 1-14.

Bunterm, T., Lee, K., Kong, J. N. L., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? a comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937-1959.

Cooper, M. M., Kouyoumdjian, H., & Underwood, S. M. (2016). Investigating students’ reasoning about acid-base reaction. Journal of Chemical Education, 93(10), 1703-1712.

Dani, R., Murniati, M., & Evendi, E. (2021). Application of the guided inquiry model to improve student's motivation and creativity. Jurnal Penelitian Pendidikan IPA, 7(4), 642-650.

Duran, M., & Dökme, İ. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908.

Fadhilla, A., Muhibbuddin, M., & Syukri, M. (2021). Application of the guided inquiry model to improve science process skills high school students. Jurnal Penelitian Pendidikan IPA, 7(4), 612-616.

Faizah, S., Miswadi, S., & Haryani, S. (2013). Pengembangan perangkat pembelajaran berbasis masalah untuk meningkatkan softskill dan pemahaman konsep. Jurnal Pendidikan IPA Indonesia, 2(2), 120-128.

Gazali, F., E. Yusmaita, N. R., & Ningsih. (2019). Pengembangan modul kimia berbasis REACT untuk meningkatkan keterampilan berpikir kritis siswa kelas XI IPA SMA/MA. Jurnal Eksakta Pendidikan (JEP), 3(2), 142-151.

Gkitzia, V., Salta, K., & Tzougraki, C. (2020). Students’ competence in translating between different types of chemical representations. Chemistry Education Research and Practice, 21(1), 307-330.

Graulich, N. (2015). The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? Chemistry Education Research and Practice, 16(1), 9-21.

Habellia, R. C., & Suyanta. (2019). The effectiveness of inquiry-based science web-module on the students’ thinking skills and positive attitudes towards science. Scientiae Educatia: Jurnal Pendidikan Sains, 8(1), 23-35.

Hastuti, I. D., Surahmat, Sutarto, & Dafik. (2020). The effect of guided inquiry learning in improving metacognitive skill of elementary school students. International Journal of Instruction, 13(4), 315-330.

Hwang, W. Y., & Purba, S. W. D. (2021). Effects of ubiquitous-physics app on students’ inquiry behaviors and learning achievements. Asia-Pacific Edu Res, 1-12.

Joyce, B., Weil, M., & Calhoun, E. (2016). Models of Teaching. Yogyakarta: Pustaka Pelajar.

Keiner, L., & Graulich, N. (2020). Transitions between representational levels: characterization of organic chemistry students’ mechanistic features when reasoning about laboratory work-up procedures. Chemistry Education Research and Practice, 21(1), 469-482.

Kimberlin, S., & Yezierski, E. (2016). Effectiveness of inquiry-based lessons using particulate level models to develop high school students’ understanding of conceptual stoichiometry. Journal of Chemical Education, 93(6), 1002-1009.

Komikesari, H., Mutoharoh, M., Dewi, P. S., Utami, G. N., Anggraini, W., & Himmah, E. F. (2020). Development of e-module using flip pdf professional on temperature and heat material. Journal of Physics: Conference Series, 1572, 1-10.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st century. Westport, Connecticut. London: Libraries Unlimited.

Li, W. S. S. & Arshad, M. Y. (2014). Application of multiple representation levels in redox reactions among tenth grade chemistry teachers. Journal of Turkish Science Education, 11(3), 35-52. Retrieved from

Li, W. S. S., & Arshad, M. Y. (2015). Inquiry practices in malaysian secondary classroom and model of inquiry teaching based on verbal interaction. Malaysian Journal of Learning and Instruction, 12, 151-175.

Liana, D. E., Muzzazinah, M., & Indrowati, M. (2022). Development of guided inquiry-based science e-modules to improve students’ critical thinking ability. Jurnal Penelitian Pendidikan IPA, 8(3), 1368–1375.

Mamun, M. A. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education, 144, 1-17.

Margunayasa, I. G. N., Dantes, A. A. I. N., Marhaeni, & Suastra, I. W. (2019). The effect of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, 12(1), 737-750.

Más, C. F., Calatayud, M. L., & Bárcenas, S. L. (2007). Surveying students’ conceptual and procedural knowledge of acid–base behavior of substances. Journal of Chemical Education, 84(10), 1717-1724.

Meutia, F., Nurdin, N., & Winarni, S. (2021). Development of e-student worksheets based on multiple representations of factors affecting reaction rates. Jurnal Penelitian Pendidikan IPA, 7(2), 129-136.

Nasrudin, N., Agustina, I., Akrim, A., Ahmar, A. S., & Rahim, R. (2018). Multimedia educational game approach for psychological conditional. International Journal of Engineering & Technology, 7(2.9), 78-81.

Ningrum, L. S. N., Drastisianti, A., Setiowati, H., & Pratiwi, R. (2022). The effectiveness of cognitive conflict-based chemistry learning in reducing students’ misconceptions of acid-base materials. Jurnal Penelitian Pendidikan IPA, 8(4), 2131-2135.

Noer, A. M., Putri, E. N., Rery, R. U., Anwar, L., & Tarawi, O. (2021). The e-module development of reaction rate based on guided inquiry as independent teaching materials. Journal of Physics: Conference Series, 1806, 1-7.

Nursaputri, L., Haryanto, Z., & Junus, M. (2021). Content feasibility analysis of grade X senior high school physics book. ScienceEdu: Jurnal Pendidikan IPA, 4(1), 7-13.

Perdana, F. A., Sarwanto, Sukarmin, & Sujadi, I. (2017). Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school. International Journal of Science and Applied Science: Conference Series, 1(1), 45-54.

Pratono, A., Sumarti, S. S., Wijayati, N. (2018). Contribution of assisted inquiry model of E-module to students science process skill. Journal of innovative science education, 7(1), 62-68.

Pursitasari, I. D., & Permanasari, A. (2012). Analisis pemahaman konsep dan kesulitan mahasiswa untuk pengembangan program perkuliahan dasar-dasar kimia analitik berbasis problem solving. Jurnal Pendidikan IPA Indonesia, 1(1), 98-101.

Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of student’s critical thinking skill through science context based inquiry learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97-105.

Putra, M. I. S., Widodo, & Jatmiko, B. (2016). The development of guided inquiry science learning materials to improve science literacy skill of prospective MI teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83-93.

Rasmawan, R. (2020). Development of multi-representation based electronic book on inter molecular forces (IMFs) concept for prospective chemistry teachers. International Journal of Instruction, 13(4), 747-762.

Sagita, R., Azra, F., & Azhar, M. (2017). Pengembangan modul konsep mol berbasis inkuiri terstruktur dengan penekanan pada interkoneksi tiga level representasi kimia untuk kelas X SMA. Jurnal Eksakta Pendidikan, 1(2), 25-32.

Sanchez, J. M. P. (2021). Understanding of Kinetic Molecular Theory of Gases in Three Modes of Representation among Tenth-Grade Students in Chemistry. International Journal of Learning, Teaching, and Educational Research, 20(1), 48–63.

Santos, V. C., & Arroio, A. (2016). The representational levels: influences and contributions to research in chemical education. Journal of Turkish Science Education, 13(1), 3-18.

Sriwahyuni, I., Risdianto, E., & Johan, H. (2019). Pengembangan bahan ajar elektronik menggunakan flip pdf professional pada materi alat-alat optik di SMA. Jurnal Kumparan Fisika, 2(3), 145-152.

Sudarsana, W., Sarwanto, S., & Marzuki, A. (2021). Development of discovery learning-based e-modules using pdf flip professional software integrated with the website as an alternative to learning physics during the covid 19 pandemic. Jurnal Penelitian Pendidikan IPA, 7(4), 519-524.

Sumiyarti, L., Setiadi, D., & Jamaluddin. (2019). The Development of learning devices based on guided inquiry and affectivities for students’ critical thinking skills. Jurnal Penelitian Pendidikan IPA, 5(2), 194-198.

Sunyono, S., & Meristin, A. (2018). The effect of multiple representation-based learning (MRL) to increase students’ understanding of chemical bonding concepts. Jurnal Pendidikan IPA Indonesia, 7(4), 399-406.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children. Center for Innovation in Teaching the Handicapped, Indiana University.

Vlassi, M., & Karaliota, A. (2013). The comparison between guided inquiry and traditional teaching method: A case study for teaching of the structure of matter to 8th grade Greek students. Procedia-Social and Behavioral Sciences, 93, 494-497.

Werdiningsih, T., Triyono, M. B., & Majid, N. W. A. (2019). Interactive Multimedia Learning based on Mobile Learning for Computer Assembling Subject using the Principle of Multimedia Learning (Mayer). International Journal of Advanced Science and Technology, 28(16), 711 – 719. Retrieved from

Wulandari, C., Susilaningsih, E., & Kasmui. (2018). Estimasi validitas dan respon siswa terhadap bahan ajar multi representasi: definitif, makroskopis, mikroskopis, simbolik pada materi asam basa. Jurnal Phenomenon, 8(2), 165-174.

Yani, Y. P., Hardeli, H., Oktavia, B., & Kurniawati, D. (2022). The development of an integrated e-module of scientific literacy and video demonstration using a problem-based learning model for high school students on acids and bases. Jurnal Penelitian Pendidikan IPA, 8(2), 452–462.

Ye, J., Lu, S., & Bi, H. (2019). The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions. Chemistry Education Research and Practice, 20(1), 288–301.

Yulianti, E., & Zhafirah, N. (2020). Analisis komprehensif pada implementasi pembelajaran dengan model inkuiri terbimbing: aspek penalaran ilmiah. Jurnal Penelitian Pendidikan IPA, 6(1), 125-130.

Zuhroti, B., Marfu’ah, S., & Ibnu, M. S. (2018). Identifikasi pemahaman konsep tingkat representasi makroskopik, mikroskopik, dan simbolik siswa pada materi asam-basa. Jurnal Pembelajaran Kimia, 3(2), 44-49.

Author Biographies

Isni Nurani, Universitas Negeri Yogyakarta

Suyanta, Universitas Negeri Yogyakarta

Department of Chemistry Education, Universitas Negeri Yogyakarta, Indonesia.


Copyright (c) 2024 Isni Nurani, Suyanta

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).