Abstract
This study aims to develop static fluid material props in an effort to improve students' argumentation skills. Design development using 4-D development model consists of four stages, namely Define, Design, Development, and Disseminate. The test subjects of this study were 5 physics teachers and 75 students from three high schools in Bandar Lampung. Data were collected through observation in the preliminary study, questionnaires to see the responses of students, teachers, and experts on the developed aids and tests of the method of one pretest and posttest design. The questionnaire data were analyzed using scoring techniques and improved learning outcomes using the N-gain formula. According to the response of students and teachers there is a clear U-shaped hose that contains water that can be observed movement, there are sensors and LED lights that can live when the movement of water through the sensor. The second props are simple hydraulics to prove Pascal's law by laying loads of different weight on both sides of the piston with different cross-sectional areas. An effective tool for improving student learning outcomes and argument skills involves making claims and warrants, effective enough to improve the skills of backing, but less effectively to improve rendering skills.
Highlights
Lessons learned at school both in the classroom and in the laboratory from elementary, junior and senior high schools are generally mutual activities between teachers and students
The product development results are manifested in the form of integrated props applying a guided inquiry learning model to improve argumentation skills on static fluid materials
The difference in cross-sectional area of both pistons because the load is above each piston is different, because the piston area 2 twice the area of piston1 piston 1 is loaded with two hundred newton so that a balanced system over piston 2 is laid by a load of four hundred newton four loads are provided for the truth of the Pascal legal application to be properly realized
Summary
Lessons learned at school both in the classroom and in the laboratory from elementary, junior and senior high schools are generally mutual activities between teachers and students. The process of reciprocity is a series of teaching and learning activities where students are more dominant than teachers. The goal is that more students get the opportunity to observe, ask, experiment, collect and process data, and present it in front of teachers and friends in accordance with the scientific approach. Climate learning as this is what will shape the character and character of students become more independent, confident, tenacious, responsible, tolerant, and able to communicate scientifically. Physics is a part of natural science that consists of concepts that require proof through experimentation both in demonstration and students who directly implement it
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
