Development of Physics Learning Instrument using Guided Inquiry Model as Effort to Increase Student Learning Result on Dynamic Fluid Learning Material at Senior High School

Abstract

This study intends to generate a valid, practical and effective guided inquiry model of Physics learning instruments to increase the results of senior high school students. The learning material was developed based on Kemp with steps: 1) topic and goal, 2) student characteristics, 3) study goals, 4) content, 5) preliminary research, 6) source of learning activities, 7) support service, 8) evaluation. The instrument was tested to eleven grades eleven in the second semester with a pre-experimental one-group pretest-posttest design. Study data was collected through observation, tests and questionnaires. The study revealed that revised learning instruments were valid. Practicability level of learning instrument based on lesson plan practicability were in good category and fulfill the guided inquiry model syntax. Instrument effectiveness could be seen from an Increase in student ability in concept understanding, as shown by N-gain with a high category in 0.81 value; Positive students respond to learning instrument and learning activity, in which 96% responded positively, and 4% responded negatively. Based on the study finding, it was concluded that student learning results shown by student concept comprehension, psychomotor skill, and character that consist of discipline and responsibility increased upon the implementation of learning instrument developed by the guided inquiry model on dynamic fluid learning material. This research implies that the development of physics learning tools will have a positive impact on increasing students' abilities in learning physics on dynamic fluid topics.