ABSTRAK
Penelitian dan pengembangan modul ini bertujuan untuk mengetahui: 1) karakteristik produk modul biologi berbasis inquiry lesson pada materi Bioteknologi; 2) kelayakan prototipe modul biologi berbasis inquiry lesson pada materi Bioteknologi; 3) keefektifan modul biologi berbasis inquiry lesson pada materi Bioteknologi.
Penelitian dan pengembangan modul ajar menggunakan metode Borg & Gall (1983) yang telah dimodifikasi menjadi sembilan tahapan: 1) tahap penelitian pendahuluan; 2) tahap perencanaan; 3) tahap pengembangan rancangan awal produk; 4) tahap uji coba lapangan permulaan; 5) tahap revisi produk tahap pertama; 6) tahap uji lapangan terbatas; 7) tahap revisi produk tahap kedua; 8) tahap uji lapangan operasional; 9) tahap revisi produk akhir. Model pengembangan modul biologi menggunakan model  ADDIE (Analysis, Design, Development, Implementation, Evaluation). Pengembangan modul meliputi validator yang terdiri dari: ahli materi, ahli media, ahli perangkat pembelajaran, 3 orang praktisi pendidikan SMA, dan uji  coba skala kecil berjumlah 12 siswa. Instrumen yang digunakan meliputi: angket, observasi, wawancara dan tes. Implementasi dalam pembelajaran menggunakan dua kelas masing-masing kelas terdiri dari 24 siswa. Kelas XII IA6 sebagai kelas modul, sedangkan kelas XII IA4 sebagai existing class. Analisis data yang digunakan selama penelitian dan pengembangan adalah analisis deskriptif, teknik persentase dan uji independen sample  t-test.
Hasil penelitian dan pengembangan menunjukkan: 1) karakteristik modul berbasis inquiry lesson yang dikembangkan berdasarkan sintaks inquiry lesson, meliputi: observation, manipulation, generalitation, verification dan application; 2) kelayakan prototipe modul berbasis inquiry lesson menurut para ahli berkualifikasi “sangat baik”, praktisi pendidikan berkualifikasi “sangat baik”, sedangkan menurut siswa berkualifikasi “baik”; 3) modul berbasis inquiry lesson efektif meningkatkan hasil belajar aspek spritual dengan skor rata-rata sebesar 79,43, aspek sikap sosial dengan skor rata-rata sebesar 85,72, aspek keterampilan dengan skor rata-rata sebesar 82,32, aspek pengetahuan siswa dengan skor rata-rata sebesar 85,00. Berdasarkan hasil uji independent sample t-test menunjukkan adanya perbedaan posttest hasil belajar aspek pengetahuan antara kelas modul dengan existing class pada materi Bioteknologi dengan signifikasi T Hitung 0,013 < T Tabel (0.05).
KataKunci: bioteknologi, inquiry lesson, hasil belajar siswa.
ABSTRACT
The objectives of this research and development (R & D) of the inquiry lesson-based Biology module are to investigate: 1) the characteristics of product of the inquiry lesson-based Biology module on the learning material of Biotechnology; 2) the feasibility of prototype of the inquiry lesson-based Biology module on the learning material of Biotechnology; and 3) the effectiveness of the inquiry lesson-based Biology module on the learning material of Biotechnology.
This R & D used the method claimed by Borg & Gall (1983), which was modified into nine phases, namely: 1) preliminary research; 2) planning; 3) development initial design of product; 4) initial field testing; 5) first revision of product; 6) limited field testing; 7) second revision of product; 8) operational field testing; and 9) final revision of product. This R & D of the inquiry lesson-based Biology module employed the model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). It involved several experts i.e. a learning material expert, a learning media expert, an a learning instrument expert, 3 educational practitioners of Senior Secondary School, and 12 students in small-scale experimentation. The data of research were collected through questionnaire, observation, in-depth interview, and test. The product was implemented in two different classes. Each consisted of 24 students i.e. Class XII IA6 as a module class and Class XII IA4 as an existing class. The data of research were analyzed by using the descriptive model of analysis, percentage technique, and independent sample t-test.
The results of research are as follows: 1) the characteristics of the developed inquiry lesson-based Biology module are based on the syntaxes of inquiry lesson, namely: observation, manipulation, generalization, verification and application; 2) in term of its feasibility, the inquiry lesson-based Biology module prototype according is categorized into “very good” by the experts, “very good” by the educational practitioners, and “good” by the students; and 3) The inquiry lesson-based Biology module is effective to improve the learning results of the students with the average scores of 79.43 in the spiritual aspect, 85.72 social attitude, 82.32 in the skill aspect, and 85.00 in the knowledge aspect respectively. The independent sample t-test shows that there is a difference of post test result in the knowledge aspect  between  the module class and the existing class on the learning material of Biotechnology with the significance value of Tcount = 0013 < that of Ttable (0.05).
Keywords: biotechnology, inquiry lesson, learning result