Abstract
This study aims to develop science learning tools with guided inquiry models assisted by real media to improve scientific creativity and science process skills of grade VIII students at SMP IT Male and SMP IT Female Mataram on light and optical equipment. The development of this tool adopts the development of Dick and Carey. The resulting products are in the form of learning tools in the form of syllabus, lesson plans, LKPD, scientific creativity instruments and science process skills. Before being used, the device was validated by four expert validators and the result was that the device developed was suitable for use in learning. To test the effectiveness of the device, scientific creativity and scientific process skills were tested. The results of the scientific creativity test obtained an average N-Gain of 0.4. This shows that the device developed is quite effective in increasing the scientific creativity of students in the two schools being the subject. The second effectiveness test is the science process skills test. The average N-Gain value obtained was 0.7, this indicates that the learning device developed with a guided inquiry model assisted by real media is very effective in improving students' science process skills.
Highlights
The development of science and technology continues to develop rapidly so that it demands the availability of quality human resources
Based on the background described, research was carried out on the development of guided inquiry learning models assisted by real media to improve scientific creativity and science process skills of junior high school students
The initial product developed in this study was in the form of learning tools assisted by real media, in the form of syllabus, lesson plans, student worksheet, conceptual understanding evaluation instruments, and science process skills
Summary
The development of science and technology continues to develop rapidly so that it demands the availability of quality human resources. Science learning requires educators to provide opportunities for students to be directly involved in developing competencies so that students are able to understand the state of the environment scientifically (Afful, et al, 2020). The purpose of science education is to guide students in understanding the concepts of nature and their relationships and to be able to solve problems they encounter in their daily lives (Arici, et al 2009) For this reason, Zidny and Eilks (2020) state that science lessons make students memorize and know about science concepts, and train students to understand problems, analyze, and find solutions to problems based on their knowledge and thinking skills. Based on the background described, research was carried out on the development of guided inquiry learning models assisted by real media to improve scientific creativity and science process skills of junior high school students
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