Abstract
In welcoming chemistry learning that emphasizes the quality of students, the teacher’s role is very important. As a prospective chemistry teacher, students must be prepared critically, both in terms of mastery of teaching materials and the development of learning models that are implemented. One of the alternatives offered is guided inquiry-based learning, which aims to develop students’ abilities so that exploration can continue. This study aims to develop valid dan practical product of chemical equilibrium practicum module based on guided inquiry to be used by chemistry education students in the experiment, so that students are able to think critically and reflectively. This research is a design thinking through the framework of Empathize, Define, Ideate, Prototype, and Test (EDIPT), with chemistry education students. Supporting instruments of this research include consultation sheets, observation sheets, and student response questionnaires. Data analysis was conducted in quantitative descriptive. The results of the study show that the practicum module developed can help developing the flow of students’ thinking carefully, analyse practical needs, design varied practicum topics, and reflect on experience during designing and implementing experiments. The average of students responds well to the development of the practicum module.
Highlights
Chemistry involves two important inseparable things, namely chemistry as a product and process
This study aims to develop valid dan practical product of chemical equilibrium practicum module based on guided inquiry to be used by chemistry education students in the experiment, so that students are able to think critically and reflectively
Chemical Equilibrium Practicum Module based on guided inquiry shows how students are given the freedom to make and compile their own experimental procedures
Summary
Chemistry involves two important inseparable things, namely chemistry as a product and process. Chemistry as a product can be in the form of concepts, principles, facts, and theories, while chemistry is a process in the form of scientific action, namely studying how students discover concepts, design scientific processes, and develop scientific processes themselves [1]. Chemical learning at this time emphasizes the product and learning process. The benefits obtained in involving students through guided inquiry practice activities include increasing the meaningfulness of learning, conceptual understanding and understanding of the nature of science [2]. Hofstein and Luneta stated science laboratory activities/practicum as “experiences of learning in which students interact with materials to observe and understand the natural phenomena”
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