The Effectiveness of the Guided Inquiry Learning Module towards Students? Character and Concept Understanding

Sri Wardani, Sri Nurhayati, Aulia Safitri

Abstract: This study aims to investigate the effectiveness of learning using the guided inquiry module towards students' character and concept understanding. The study design used is one group pretest-posttest. The data collection methods used are interview, observation, test, and documentation. The data are analyzed by classical completeness and N-gain methods as well as quantitative descriptive by calculating the average score and determining the criteria on certain interval class. Learning by using guided inquiry module is considered effective in increasing students' concept understanding if the classical completeness analysis result of cognitive test at least reaches 85% and N-gain result is more than 0.3. While learning by using guided inquiry module is considered effective in improving students' character when the average affective and psychomotor learning outcomes get predicate of good or very good in every aspect. The data analysis result shows that 87.50% of the students achieve Classical Completeness Criteria (CCC) grade in the cognitive test and N-gain score by 0.73 as well as the average affective and psychomotor learning outcomes of students received the predicate of good and very good at all aspects. Based on the results obtained, it can be concluded that learning by using guided inquiry-based chemistry module is effective in improving students' character and concept understanding.

Keywords: The effectiveness of learning, Character, Guided Inquiry Module, Concept Understanding, Classical Completeness Criteria