Abstract
This study aims to determine the validity, practicality, and effectiveness of the worksheets developed for the chemical learning of students' reaction rates. This research is focused on the guided inquiry learning model to improve students' science process skills. The research sample was 36 students of class 11 MIPA 4 SMAN 1 Puri, Mojokerto Regency. The research model used the One Group Pretest and Posttest Design. The data analysis technique used normality test, paired sample t-test, and n-gain test. The validation results show that 93.3% is valid. An average of 98% of students showed a positive response to the developed Student Worksheets. In addition, students carry out relevant activities with 90.2% when learning takes place. The pretest-posttest of cognitive domains and science process skills showed what usually distributed the data. The paired sample t-test test showed a difference in the pretest-posttest results, and the n-gain test showed an increase in the pretest-posttest. The Student Worksheets Developed are valid, practical, and effective for use in learning chemistry for the Reaction Rate material and can train students' science process skills.
Highlights
A curriculum is a tool used to achieve learning objectives in the education system in Indonesia [1]
The data carried out the analysis aims to measure the level of success of researchers in training students' science process skills after developing Student Worksheet with the Guided Inquiry learning model
Worksheets Reaction Rate development aims to increase students' science process skills to 36 students of class XI SMAN 1 Puri, Mojokerto Regency
Summary
A curriculum is a tool used to achieve learning objectives in the education system in Indonesia [1]. The results of the pre-research on students of SMA Negeri 1 Puri found that 85% of students did not understand the concepts and facts of chemistry learning, especially the Reaction Rate material. The learning model used to train students' science process skills that are judged appropriate is the guided inquiry learning model. Indicators of science process skills include formulating problems, formulating hypotheses, identifying variables, conducting experiments, analyzing experimental data, and making conclusions. Teachers must develop learning tools to improve students' thinking skills, especially in science process skills. The guided inquiry worksheets were considered the most effective method to improve science process skills and improve learning outcomes, knowledge, attitudes, and skills for learners, especially in chemistry [10]. The teacher directs students to make conclusions according to the learning that has been done
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