Development of Guided Inquiry Based Learning Modules to Improve Environmental Attitude and HOTS

Budi Astuti,Inggrid Indrayanti,Sri Ngabekti

doi:10.15294/jise.v9i2.38368

Budi Astuti, Inggrid Indrayanti + Show 1 more

Open Access

https://doi.org/10.15294/jise.v9i2.38368

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Abstract

Education as the main foundation for individuals to develop their abilities. This research includes research and development (R&D) research. This Research aims to find out how the validity and effectiveness of guided inquiry-based learning modules to improve environmental attitudes and HOTS (Higher Order Thinking Skills) of students. This research used 32 students as sample. Data analysis in this study used descriptive qualitative analysis techniques. The implementation of this learning module shows an increase related to the attitude of caring for the environment and HOTS of students. The benefits of this research for educators are to provide a reference to learning models that are effective in increasing environmental attitudes of students and HOTS of students. The conclusions i this study are guided inquiry-based learning modules in environmental pollution lesson is valid and effective used to increase environmental attitudes of students and HOTS of students.

Highlights

The integration of the development of attitude values in learning materials can directly increase students' environmental care attitudes in the 21st century those are very urgent
Education provides knowledge that is capable of changing one's values and beliefs which ends in positive attitude changes (Hebel et al, 2014)
The results showed the average assessment of media experts and science teachers as practitioners fulfilled the criteria of 4 ≤ Va

Summary

Introduction

The integration of the development of attitude values in learning materials can directly increase students' environmental care attitudes in the 21st century those are very urgent. Polluted environmental issues have been a global problem. Learners can take responsibility for environmental conditions that directly affect themselves and to get a personal approach to global environmental problems (Fauville et al, 2014). Abun & Aguot (2017) said that an individual's attitude consists of two components, the emotional dimension involves feelings and cognitive aspects that refer to facts and beliefs of a person. Attitudes are expressed as learning outcomes because attitudes can change. Information acquisition through education is one of the factors that influence attitude change. Education provides knowledge that is capable of changing one's values and beliefs which ends in positive attitude changes (Hebel et al, 2014)

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