Development of Scientific-Based Learning Devices Implemented in the Inquiry-Flipped Classroom Learning Model to Improve Science Literacy in Acid-Base Material

Authors

Epinur , Fuldiaratman , Isra Miharti , Minarni

DOI:

10.29303/jppipa.v10i12.9517

Published:

2024-12-26

Issue:

Vol. 10 No. 12 (2024): December

Keywords:

Development, Learning tools, Scientific literacy

Research Articles

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How to Cite

Epinur, Fuldiaratman, Miharti, I., & Minarni. (2024). Development of Scientific-Based Learning Devices Implemented in the Inquiry-Flipped Classroom Learning Model to Improve Science Literacy in Acid-Base Material. Jurnal Penelitian Pendidikan IPA, 10(12), 10509–10517. https://doi.org/10.29303/jppipa.v10i12.9517

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Abstract

The trend in science education policy in the 21st century emphasizes the importance of scientific literacy in science education as a transferable outcome. This research is a type of Research and Development (R&D) development research. Development research in the field of education aims to produce products for the benefit of education. This research produces a new product in the form of e-LKPD with a scientific approach to acid-base material. The purpose of this research and development is to find out how the procedure for developing teaching materials based on a scientific approach is implemented in the inquiry-flipped classroom learning model to improve Science Literacy skills and to find out the practicality of teaching materials based on a scientific approach implemented in the inquiry-flipped classroom learning model. Based on the results of the validation carried out on material and media experts in two rounds, the results of the first material validation were 89.30%, the second material validation was 98.70%. Design validation was conducted in two rounds where the first round obtained results of 87.50% and the second round of design validation 97.50%. Based on the results obtained from chemistry teachers, the first practitioner validation obtained 87% and the second practitioner validation obtained 91%, student responses to teaching materials with a percentage of 85.50%. Based on the criteria for the interpretation of the percentage of practicality, the group evaluation (student responses) was obtained with practical criteria or feasible for revision

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Author Biographies

Epinur, Universitas Jambi

Fuldiaratman, Universitas Jambi

Isra Miharti, Universitas Jambi

Minarni, Universitas Jambi

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