ABSTRAK
Penelitian ini bertujuan untuk mengetahui: 1) karakteristik modul
pembelajaran biologi berbasis inkuiri terbimbing disertai interrelationship
diagram (ID) pada materi Pencemaran Lingkungan untuk memberdayakan
keterampilan proses sains (KPS) dan kemampuan berpikir interpretasi (KBI)
siswa; 2) kelayakan modul pembelajaran biologi berbasis inkuiri terbimbing
disertai ID pada materi Pencemaran Lingkungan untuk memberdayakan KPS dan
KBI siswa; 3) keefektivan modul pembelajaran biologi berbasis inkuiri terbimbing
disertai ID pada materi Pencemaran Lingkungan untuk memberdayakan KPS; dan
4) keefektivan modul pembelajaran biologi berbasis inkuiri terbimbing disertai ID
pada materi Pencemaran Lingkungan untuk memberdayakan KBI siswa.
Penelitian ini menggunakan metode Research And Development (R & D)
mengacu pada model Borg &Gall yang telah dimodifikasi (Emzir, 2012) yaitu 10
tahap. Sampel pengembangan meliputi sampel uji coba lapangan awal sejumlah 4
validator, sampel uji coba lapangan utama sejumlah 10 siswa dan sampel uji coba
lapangan operasional sejumlah 32 siswa. Instrumen yang digunakan adalah angket,
lembar observasi, wawancara, dan tes. Uji coba lapangan operasional
menggunakan one group pretest-posttest design. Data KPS dan KBI dianalisis
dengan uji Wilcoxon dan dihitung dengan gain ternormalisasi.
Berdasarkan hasil penelitian dapat disimpulkan sebagai berikut: 1)
karaktristik modul pembelajaran biologi berbasis inkuiri terbimbing disertai ID
pada materi Pencemaran Lingkungan untuk memberdayakan KPS dan KI dengan
sintaks: menyajikan pertanyaan atau masalah, membuat hipotesis, merancang
percobaan, melakukan percobaan untuk memperoleh informasi, mengumpulkan
dan menganalisis data dan membuat kesimpulan dengan mengidentifikasi
hubungan sebab akibat melalui ID; 2) Kelayakan modul pembelajaran biologi
berbasis inkuiri terbimbing disertai ID pada materi Pencemaran Lingkungan untuk
memberdayakan KPS dan KBI siswa berdasarkan penilaian dari ahli, praktisi, dan
respon siswa yang secara keseluruhan memberikan kategori sangat baik pada
produk pengembangan dan layak digunakan di SMA Kota Madiun; 3) keefektivan
modul pembelajaran biologi berbasis inkuiri terbimbing disertai ID pada materi
Pencemaran Lingkungan menunjukkan peningkatan yang signifikan dalam
memberdayakan KPS; dan 4) keefektivan modul pembelajaran biologi berbasis
inkuiri terbimbing disertai ID pada materi Pencemaran Lingkungan menunjukkan
peningkatan yang signifikan dalam memberdayakan KBI siswa.
Kata kunci : modul, inkuiri terbimbing, ID, KPS dan KBI.
ABSTRACT
This research aimed to find out:1) the characteristics of module based
guided inquiry with interrelationship diagram in pollution material to empower
students’ science process skills and students’ interpretation thinking abilities; 2)
feasibility of module based guided inquiry with interrelationship diagram in
pollution material to empower science process skills and interpretation ability of
the Students; 3) effectiveness of module based guided inquiry with
interrelationship diagram in pollution material to empower students’ science
process skills; and 4) effectiveness of module based on guided inquiry with
interrelationship diagram in pollution material to empower students’ interpretation
thinking abilities.
This research used in Research And Development (R & D) which refers to
the development of Borg & Gall model that was modified (Emzir, 2012). The
samples used in the research are Preliminary field testing sample consisting of 4
validators, main field testing sample consisting of 10 students and operational field
testing sample consisting of 32 students. The instrument used in the research are
questionnaire, observation sheet, interview and test. The operational field testing
used one group pretest-posttest design. The data of students’ science process skills
and interpretation thinking abilities are analyzed by Wilcoxon and counted by
normalized gain.
Based on the result of research it can be concluded that: 1) the characteristics
of module based guided inquiry with interrelationship diagram in pollution
material to empower students’ science process skills and students’ interpretation
thinking abilities with steps: present a question, create hypothesis, plan
experimentation, do the experimentation to get information, collect and analysis
data, create conclusion by causal connection through interrelationship diagram; 2)
feasibility of module based guided inquiry with interrelationship diagram in
pollution material to empower students’ science process skills and interpretation
thinking abilities based on expert, practitioners, and student in development
product and feasible used in SMA Negeri 2 Madiun is categorized as good; 3)
effectiveness of module based guided inquiry with interrelationship diagram in
pollution material significant increase to empower students’ science process skills;
and 4) effectiveness of module based on guided inquiry with interrelationship
diagram in pollution material significant increase to empower students’
interpretation thinking abilities.
Keywords: module development, guided inquiry, interrelationship diagram,
science process skills, and interpretation thinking abilities.