Abstract
The aims of this research were to (1) develop inquiry science issues-based student worksheet based which is feasible to advance students ' practical skills and environmental attitude, (2) know the students ' responses towards inquiry science issues-based student worksheet, (3) know the advancement of students ' practical skills after using the developed inquiry science issues-based student worksheet and (4) know the advancement of students ' environmental attitude after using the developed inquiry science issues-based student worksheet. Research of the model that is being conducted is 4 d model (define, design, develop, and disseminate). Data were collected using validation form, student response student worksheet, towards a questionnaire inquiry science issues observation form, practical skill observation form, pretest-posttest of practical skill, and environmental attitude questionnaire. The data were analyzed four scale analysis, percentage for practical skill and science issues inquiry learning, N-gain score, and paired sample t-test. According to results, (1) the color worksheet was feasible to advance students ' practical skills and environmental attitude; (2) Students ' responses to the worksheets developed were found very good (A); (3) The average score of practical skills after using the color worksheet was 77.87%. Gains were found between practical skill pre and post test scores. The value of the gains were 0.65, categorized as medium gains. Paired sample t-test indicated that there was significant advancement of students ' practical skills after using the developed student worksheet with the Sig. value was reported to be 0.000; (4) The average score of environmental attitude after using the color worksheet was 87.58%. The value of the gains were 0.65, categorized as medium gains. Paired sample t-test indicated that there was significant advancement of students ' environmental attitude after using the developed student worksheet with the Sig. value was reported to be 0.000.
Highlights
The fact of the IPA and IPA 2013 Curriculum emphasizes that woke up on products, processes, attitudes, and scientific applications
Time and place of Research Research conducted at the JUNIOR HIGH SCHOOL N 1 Paliyan and done in April 2017
The results of the analysis of the percentage of agreement (PA), the assessment shows that validator against LKPD are reliability
Summary
The fact of the IPA and IPA 2013 Curriculum emphasizes that woke up on products, processes, attitudes, and scientific applications. Learning IPA was entrusted to implemented a way that can hone aspects of the IPA, which of them is the knowledge, attitudes, skills, and applications. Based on the results of observation on SMP N 1 Paliyan, note that the implementation of the IPA still learning-centered teachers and cognitive achievement. The subject of learning the IPA has not been associated with the related issues of science that developed in the community, so that learning becomes less meaningful. Observations show that the practical skill learners lack honed. In addition the results of observation and debriefing with the learners indicated that environmental attitude positive learners is still lacking
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