Development of e-learning based inquiry guided and VARK learning style on the topic of chemical bond as teaching material in COVID-19 pandemic era

Abstract

The results of the existing studies show many misconceptions on the topic of chemical bonding, this is due to the representation presented by teachers as well as limited representation in textbooks. The obstacle in avoiding the takes of the concept is that each individual has their own learning style that must be adapted to the given representation. In the Covid-19 pandemic era, students will tend to take information from online learning sources containing representations that suit their learning style. Students who tend to have a visual learning style will prefer representations from visualization- rich learning sources such as videos and images. Students’ learning styles can greatly affect performance outcomes in learning. Teachers are not necessarily able to guide students well via online in this era. The development of e-Learning teaching materials with multirepresentative learning resources to accommodate all VARK learning styles, arranged according to the guided inquiry model syntax for self-learning, can be the solution to these problems. This research uses Research and Development methods. This research procedure adapts the multimedia development model developed by Lee and Owens (2004) consisting of five stages including analysis, design, development, implementation, and evaluation. The research procedure is only carried out until the development stage, followed by validation from media experts and materials experts. The results of the teaching materials developed can be said to be feasible. However, more research is still needed to achieve better e-Learnig teaching material development products. The average gain of value obtained from material experts is above 80% while from media experts above 90% of the expected value of the teaching materials developed.