The development of the practicum based environmental pollution module for guided inquiry which collaborates video to improve student learning outcomes

Abstract

The research aims to find out the improvement of student learning outcomes by applying the development of guided inquiry-based environmental pollution practicum modules that collaborate on videos. The syntax of guided inquiry, namely: identification problems, formulating hypotheses, collecting data, interpreting data, and conclusions. All are packaged in an environment- collaborating video pollution practicum module, where the learning outcomes used are from the implementation of the guided inquiry syntax listed in the module and student cognitive problems. The type of research is modified R&D (Research & Development) Borg and Gall (2003). The research sample is in the form of initial product trial sample, limited field trial sample, and operational field trial sample. The instruments used were a questionnaire, observation, and test. Based on the results of research when conducting water, soil, and air pollution practicum’s that have been carried out using the application of video collaborating modules, the results are obtained based on the syntax implementation (70.8%, 77.2%, 85.4%) and based on the results cognitive learning (79.87%, 83%, 86.40%). The results of the assessment of student learning outcomes at each meeting are increasing, so that the application of guided inquiry-based environmental pollution modules that collaborate videos can improve student learning outcomes.