Interactive video’s urgency on guided inquiry laboratory to improve integrated science process skills

Abstract

There are various obstacles to practice integrated science process skills of students through guided inquiry laboratory learning. Therefore, this study aimed to describe the results of the analysis phase on the ADDIE product development method, which forms the basis for the need for interactive videos in guided inquiry laboratory learning to improve integrated science process skills. The analytical procedures used were identifying gaps in the performance of students' integrated science process skills, identifying the cause, collecting infrastructure information, and determining appropriate products. Data was collected through tests and questionnaires from 42 students and 7 middle school science teachers in West Java. The results show that students' integrated science process skills are low. The cause is the rare provision of learning that facilitates students to design experiments. Students need more intensive guidance, but teachers have limitations in facilitating all the difficulties students face when designing and conducting experiments. Based on the results of an analysis of student characteristics, teacher difficulties, and availability of infrastructure, the interactive video in guided inquiry laboratory learning is suitable for addressing issues of readiness, time management, and difficulties in guiding students so it is hoped that integrated science process skills can improve.