The effectiveness of guided inquiry based colloid system modules integrated experiments on science process skills and student learning outcomes

Abstract

Chemistry learning in senior high school is currently dominated by classroom activities. Laboratory activities have not been optimally carried out, because of the science process and student understanding skills have not been well developed. The purpose of this study was to reveal the effectiveness of using guided inquiry colloid system modules integrated experiments on science process skills and student learning outcomes. The type of this research was a quasi-experimental, with a Randomized Control Group Posttest Only Samples were obtained through simple random sampling technique, consisting of experimental class and control class. The experimental class learning using modules based on integrated inquiry inquiry experiment while the learning control class is conventional. From the data analysis, the average value of the ten indicators of the science process skills of the experimental class students was 80.0 (very high category) and the control class was 71.7 (high categoryThe average value of student learning outcomes of the experimental class was (80.9) whict was significantly higher than the control class (60.6). From these findings, it can be concluded that the guided inquiry-based chemical equilibrium module integrated experiments was effective to improve science process skills and student learning outcomes. It is suggested to the chemistry teacher to use this module as an alternative in learning media.