IJIS Edu : Indonesian J.
Integr.
Sci.
Education, 5 .
2023 The Effectiveness of Inquiry Based Instructions Module on Excretory System Material to Improve Student Learning Outcomes in 11th Grade Science Senior High School I Nyoman Tri Bayu Tanaya1 .
Suciati2.
Maridi3 1 Sekolah Tinggi Agama Hindu Lampung.
Bandar Lampung.
Lampung 35227.
Indonesia 2,3 Universitas Sebelas Maret.
Surakarta.
Jawa Tengah 57126.
Indonesia Coressponding Author.
E-mail:
1 nyomanbayu029@gmail.
sudarisman@yahoo.
3maridi_uns@yahoo.
Received: January 19th, 2023 Accepted: January 27th, 2023 Online Published: January 31st, 2023 Abstrak Learning outcomes have three domains that consist of cognitive, affective and psychomotor, important part of a learning process to determine the level of learning objectives.
This research aims to determine the effectiveness of inquiry based instructions module on the material excretion system on student learning outcomes consist of cognitive, affective and psychomotor in 11th Grade Science Class of Senior High School.
This research uses a learning model that has never been used, namely by using the syntax of the inquiry based instruction model.
Researcher used quasi experimental research and pre-test and posttest control group design for the research design in this paper.
The samples of this study are 36 students of 11th Grade Science Class 4 as experimental class using module and 36 students of 11th Grade Science Class 6 as control class using lecture method.
Data were collected using a 30-item multiple-choice test technique and they were analyzed by t-test using SPSS.
The results show that the t-test in the experimental class was obtained by probability .
<0.
, so H0 was rejected.
The results of the analysis show that there is a significant difference between the pretest and posttest score of the students using a module with gain scoring of 0.
The learning outcomes in the control class also improved but not as large as the gain scoring in the experimental class of 0.
It can be concluded that the inquiry based instruction module on the effective excretion system material improves students' learning outcomes in 11th Grade Science Class of Senior High School.
Keywords: module, inquiry based instructions, learning outcomes How to cite this article :
Tanaya.
Suciati, & Maridi.
The Effectiveness of Inquiry Based Instructions Module on Excretory System Material to Improve Student Learning Outcomes in 11th Grade Science Senior High School.
IJIS Edu :
Indonesian Journal of Integrated Science Education, 5.
, 15-24.
doi:http://dx.
org/10.
29300/ijisedu.
_________________________________________________________________________________
Copyright A 2023.
I Nyoman Tri Bayu Tanaya.
Suciati.
Maridi IJIS Edu : Indonesian J.
Integr.
Sci.
Education.
Vol 5 .
2023 page 15-24
INTRODUCTION
A teaching-learning process is considered as successful when the result meets Entering the world of global its objective.
Learning outcome can be seen competition, the most basic thing is the need to from its evaluation.
As Supraktiknya .
prepare students to be communicative, suggests, learning outcome evaluation is an collaborative, creative, innovative, to think activity of attempting to find out the studentsAo critically and analytically, and to be able to successfulness in achieving the specified effectively solve real world problems (Zivkovic.
Evaluation of learning outcome has and Dwi, 2.
target in the form of domains contained in Learning is a psychical activity occurring The domain of education objective in active interaction with environment resulting based on studentsAo learning outcome generally in a number of changes in knowledge, skill, can be classified into three: cognitive, affective, value, and attitude that is constant and and psychomotor domains (Anderson et al, permanent in nature (W.
Winkel, 2.
similar vein.
Slameto .
says that learning is Considering the result of early an attempt taken by an individual to acquire a observation on SMA Negeri 1 Madiun, it can be completely new behavioral change, as the result seen that the mean score of the 11th graders in of his experience in interaction with its previous daily quiz has not been maximal yet or Considering some arguments still below Minimum Passing Criteria (KKM).
above, an individual is considered as learning The Minimum Passing Criteria (KKM) enacted when there is a change in his/her behavior.
in SMA Negeri 1 Madiun is 75.
In 2016, the change in learning is not only related to the mean score of the 11th Science Graders for increase of knowledge, but also in the form of Biology subject was still below KKM .
competency, attitude, definition, self-esteem, is because in teaching-learning process, the interest, self-adjustment and etc to achieve studentsAo understanding is only acquired from learning objective.
listening to teachersAo explanation during teaching Learning objective is a number of process, no studentsAo handout .
extbook and et.
learning outcomes showing that the students available, and students are only given student have done learning action, generally including worksheet containing exercises only with limited new knowledge, skills and attitudes, expected to Therefore, it impacts on the studentsAo be achieved by students.
Learning objective is a less maximal understanding and no material to description of behavior expectedly to be deepen the studentsAo understanding.
Considering achieved by students during the learning the result of National Exam scores for the Learning objective is an accurate way of human excretion system material of 72.
determining learning outcome (Oemar Hamalik, 70% and 97.
56% for 2013, 2014 and 2015 The implementation of 2013 curriculum respectively, there is an improvement despite is conducted by practicing skill among the below the score of regency/municipal and students as reflected on learning activity to province .
ducation and culture ministry, 2.
improve the learning outcome (Education and Therefore, there should be a supporting medium Culture Ministry, 2.
to increase the studentsAo understanding, in this Learning outcome, according to case printed media, because for other media, the Suprijono .
, is action patterns, values, facility provided in this school is less supporting.
definitions, attitudes, appreciation, and skill.
One medium that can be applied is module Learning outcome is the result of interaction media in excretion system.
between learning and teaching actions.
Viewed Module is a learning source organized from teacher aspect, teaching action is ended systematically using language understandable with learning outcome evaluation process.
and learnable to students.
Module can be used Viewed from student aspect, learning outcome corresponding to the studentsAo learning speed, in is the end of learning process culmination.
the sense that the good module has five Learning outcome for some people is due to characteristics: self instruction, self contained, stand teacherAos action, an achievement of teaching alone, adaptive, and user friendly (National On the other hand, it is the Education Department, 2008 & Prastowo, improvement of studentsAo mental ability Some studies found that the module used (Dimyati & Mudjiono, 2.
In addition, for independent learning helps understand the learning outcome is a culmination of learning concept and the use of module affects positively 16 http://ejournal.
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Vol 5 .
2023 page 15-24 the studentsAo learning outcome (Esmiyati et al.
Jannah et al.
, 2013.
Dita, 2.
Wang et al.
Aos .
study reveals that the students in three classes (A.
C) using Inquiry Based Instruction learning model have higher learning motivation and interest than those in the classes not using Inquiry Based Instruction.
the indicator of learning participation shows the increase in score from 69, 3.
20, 3.
34, and 3.
89, 4.
94, and 3.
ost-tes.
The advantages of the IBI learning model are learning models based on questions, students who ask questions using the IBI model are greater than those who do not use the IBI model which has an impact on understanding and student learning outcomes (Aulls, et al.
, 2.
IBI adalah model pembelajaran yang mengaktifkan aktifitas peserta didik, dalam bentuk organisasi yang berbeda dengan memberikan suatu fenomena atau masalah dalam pembelajaran, guru tidak menggunakan ceramah tapi mengkonstruksi pengetahuan peserta didik dengan penggunaan pemecahan masalah dan sistem pertanyaan yang diajukan (Serafin, et al.
, 2.
IBI
mengembangkan kemandirian dan kemampuan untuk mencari informasi baru, inkuiri ini dapat menjadi dasar untuk mendapatkan pengetahuan yang baru melalui pemecahan isu dari suatu fenomena untuk menciptakan rasa ingin tahu siswa (Dostal & klemen, 2.
Teaching modules can be taught in various science activities to train cognitive, affective and psychomotor abilities.
Modules that are taught using a process scientific approach can improve scientific process abilities (Cruz, 2.
IBI module follows the procedure of IBI learning activity including: observing, devising question, developing hypothesis, formulating strategies for testing, performing the tests, analyzing data and communicating data (Moore, 2.
Considering the elaboration above, the author conducts a research entitled AuThe Effectiveness of Inquiry Based Instructions Module to Improve the Learning Outcome of the 11th Science Graders of Senior High School in Excretion System Material.
Observing.
Devising questions.
Developing hypothesis.
Formulating strategies for test.
Performing the test.
Analyzing data, dan Communicating data (Wang, et al, 2.
The development was carried out using procedural model adapted from Borg and Gall .
Aos development model.
The modified development procedure based on the Borg and Gall .
method consists of ten steps including: .
research and information gathering including literature review, class observation and creating a research .
carry out planning including identifying, stating goals, determining sequences for research and determining small-scale .
developing the initial product.
conduct initial field trials.
revise the initial .
conducting limited field tests.
make a second product revision.
carry out operational field tests.
revise the final and .
carry out product dissemination and implementation.
The IBI-based development did not reach the product application and implementation stage and only fulfilled the ninth stage, namely the revision of the final product according to research needs.
This research was taken place in SMA Negeri 1 Madiun in the Even Semester of School Year of 2016/2017.
The subject of research consisted of 36 students in the 11th Science 4 grade as experiment class using module and 36 students in the 11th Science 6 grade as control class using lecturing method.
The research design used in operational field test was pre-test and post-test nonequivalent control group The test design employed two classes:
sing lecturing metho.
and treatment classes .
sing inquiry based instruction-based Both classes took pretest first before receiving treatment and posttest later (Sugiyono.
The research design can be seen in Table Group Pretest Control Experiment Treatment Posttest Note:
X1 : control class .
ecturing metho.
X2 : treatment class .
sing inquiry based instructionsMETHOD based modul.
O1 : Pretest given to control class This study was a research and O2 : Posttest given to control class development aiming to develop an inquiry based O3 : Pretest given to treatment class instruction (IBI) learning model-based module O4 : Posttest given to treatment class in Human Excretion System, with syntax:
http://ejournal.
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php/ijisedu 17 IJIS Edu : Indonesian J.
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Vol 5 .
2023 page 15-24 Data were collected using test technique consisting of 30 multiple-choice questions for cognitive learning outcome and non-test technique or observation sheet for affective and psychomotor learning outcomes.
The data was analyzed descriptively and qualitatively, the normal homogenous data was tested further using parametric test with t-test using SPSS and the size of learning outcome increase can be seen in the gain score of studentsAo pretest and IBI module is considered as effective when there is a difference between pretest and posttest in t-test and gain-score.
The normalization of gain score, according to Hake .
can be estimated using the formula of learning .
analyzed descriptively with value criteria according to Suwandi .
can be presented in Table 3.
The formula used to analyze the gain score is:
OcyeOyeCyeOyea yeiyeEyeayeeyeI Score= OcycyeayeiyeCyes yeiyeEyeayeeyeI yeo yayaya TABLE 3.
Criteria of Assessment for Affective and Psychomotor Domains Conversion Figurevalue Letter (Sumber: Suwandi, 2.
<g>= Skor posttest- Skor pretest
Skor ideal-skor posttest
Verry goog
Good
Fair
Poor
RESULT AND DISCUSION
TABEL 2.
Gain Score Criteria Gain Score Scala g> 0,7 0,7 >g> 0,3 g< 0,3 (Sumber: Hake, 1.
Catagory Criteria Hight Moderat Low Learning outcomes in affective and psychomotor domains in the form of studentsAo activity during learning .
and in the end Considering the result of research, the mean score of studentsAo learning outcome obtained from pretest and posttest in the 11th Science 4 grade as experiment class and the 11th Science 6 grade as control class.
The mean scores of learning outcome obtained from pretest and posttest is presented in Table 4.
TABLE 4.
The Mean score of Learning Outcome in Pretest and Posttest Learning Cognitive Affective Psychomotor Experiment class Table 4 shows that the mean score of learning outcome for experiment class increases 56 .
in cognitive, from 25 .
retest, poor categor.
to 79 .
osttest, good categor.
in affective, and from 15 .
retest, poor categor.
to 84 .
osttest, very good categor.
in psychomotor domains.
The mean score of learning outcome for control class increases from 47.
in cognitive, from 20 .
retest, poor categor.
to 24 .
osttest, poor categor.
in affective, and from 10 .
retest, poor categor.
to 13 .
osttest, poor categor.
in psychomotor Those scores indicate that the use of Inquiry Based Instructions module in excretion Control class system material improves the studentsAo learning outcome effectively.
The increased of learning outcome score in cognitive aspect can be seen from the estimation of pretest and posttest scores in individual students to achieve the gain score.
The use of gain score refers to HakeAos .
The result of gain score in experiment and control classes is presented in Table 5.
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Vol 5 .
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Gain score in experiment and control classes Group Control Treatment Gain Score Category Moderate Low From Table 5, it can be found the significance value in experiment and control classes, in which the gain score of experiment class belongs to moderate category higher than that of control class belonging to low.
The score shows that the use of Inquiry Based Instructions module in excretion system improves the studentsAo learning outcome.
Having obtained gain score, prerequisite test was conducted .
ormality and homogeneity tes.
and advanced Prerequisite test is the first stage conducted to obtain normality and homogeneity values in experiment and control classes.
The data of prerequisite test is presented in Table 6.
Table 6.
The result of Prerequisite Test for Learning Outcomes of Experiment and Control Classes.
Data Test Type of Result Decisi Conclusion Experi Normality Kolmogoro Sig.
Ho is Data is normal v-smirnov pretest=0.
Class Sig.
Ho is Data is normal posttest=0,05 Homogeneity Levene Sig=0.
Ho is Data is Homogeneous Control Normality Kolmogoro Sig.
Ho is Data is normal Class v-smirnov Sig.
Ho is Data is normal posttest=0.
Homogeneity Levene Sig=0.
Ho is Data is normal Table 6 shows that the normality test in experiment class obtain significance value of pretest of 0.
01 (> 0.
, so H0 is supported.
Data of pretest is distributed normally.
normality test, the significance value of posttest 05 (Ou 0.
, so Ho is supported.
Data of posttest is distributed normally.
The result of homogeneity test in experiment class shows significance value of 0.
384 (> 0.
, so Ho is Data of homogeneity in experiment class can be concluded as homogeneous.
The result of normality test in control class shows that significance value of pretest is 0.
025 (>
, so Ho is supported.
Data of pretest is distributed normally.
In normality test, the significance value of posttest is 0.
01 (> 0.
Ho is supported.
Data of posttest is distributed The result of homogeneity test in experiment class shows that significance value is 03 (> 0.
, so Ho is supported.
Data of homogeneity tests in control class can be concluded homogeneously.
Having conducted prerequisite test with normal and homogeneous data in all classes, t-test is presented in Table 7.
TABLE 7.
The result of t-test for Experiment and Control Classes http://ejournal.
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2023 page 15-24 Data Experiment Class Control Class Type of t- test t-test Result Decisions Conclution -t statistic = P=0.
Ho is not The result is not same .
here is a differenc.
-t statistic = P=0.
Ho is not The result is not same .
here is a differenc.
Table 7 shows the result of t-test for through regular procedures, thereby generating experiment and control class.
The result of t-test strong motivation to endeavor vigorously.
IBI
in experiment class shows Aetstatistic value = Module accommodates the students to find 701 with probability score (P) = (P) =0.
concepts they have not understood yet thereby (P< 0.
, so Ho is not supported.
The result will affect the studentsAo learning outcome.
Some shows the significant difference of learning studies found that the module used for outcome before and after using Inquiry Based independent learning can help the students Instructions module in the experiment class understand the concept and affect positively the students in excretion system.
It can be studentsAo learning outcome (Esmiyati, 2013.
concluded that the use of Inquiry Based Jannah, 2013.
Dita, 2.
Instructions in excretion system material IBI model included in the model improves the learning outcome effectively.
The evidently improves the pretest-posttest scores.
result of t-test also shows that Ho is not is indicated with the increase in score from The result shows that there is a 56 .
Wang et al significant difference of learning outcome in .
suggests that the three classes (A.
C) control class students but the significance value using Inquiry Based Instruction learning model is not high as that in experiment class.
in learning participation indicator also shows the Considering the elaboration above, it increase in score from 2.
69, 3.
20, 3.
34, and 3.
can be seen that the use of Inquiry Based .
89, 4.
05, 3.
94, and 3.
ostInstructions module in excretion system material It is because the stages in IBI learning improves the studentsAo learning outcome (Veloo, model give the students the opportunity of et al.
, 2.
The significance value of gain score appreciating and understanding any form of for experiment class .
much different from scientific research.
Inquiry Based Instruction has a that for control class .
in cognitive domain.
significant effect on the studentsAo science the gain score of students using module is 25 achievement, indicating that the higher the .
and 79 .
in affective domain Inquiry Based Instruction, the higher is the and 15 .
in studentsAo learning outcome (Veloo, et al.
, 2.
psychomotor domain.
it is because the use of IBI-based modules are effective in module can improve the learning outcome.
IBI
increasing student knowledge because the IBImodule has advantages of making the students based learning presented increases student find knowledge independently corresponding to activity and motivation in learning.
This is in their own ability, without face-to-face .
accordance with the opinion which states that contact with teacher.
It is in line with Depdiknas the IBI model can increase motivation and .
and Prastowo .
stating that module learning outcomes of students' knowledge has some advantages: students can learn without through collaborative learning between teachers, face-to-face contact with teacher, students can libraries, and the IBI model (Montiel & Grimes, learn according top learning time and speed, students can find out their weakness and Better knowledge learning outcomes strength in achieving the competency existing in because learning based on the IBI model is the module.
Mbulu .
states that the integrated by students with teaching modules.
advantage of module use is that it gives This is in accordance with the opinion that immediate feedback so that the students can states by integrating modules with learning find out their learning outcome level, it guides models to solve problems through cognitive the students to achieve good learning outcome training (Surya & Syahputra 2.
This is in line 20 http://ejournal.
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php/ijisedu IJIS Edu : Indonesian J.
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Education.
Vol 5 .
2023 page 15-24 with the opinion of (Abdullah, et al.
, 2.
that of students using the module improve students' learning using modules increases students' skills well (Higgins.
Carrolls, & Sharek, 2.
These results were reinforced by This is reinforced by research which states that research which stated that the use of modelclasses using modules in learning increase based modules increased students' cognitive student learning outcomes by 84.
89% (Husniati, learning outcomes with an N-gain of 0.
Suciati, & Maridi, 2.
(Hairida & Kartono, 2.
This is in line with CONCLUTION the results of research which states that the use The use of Inquiry Based Instructions of model-based modules increases cognitive module in excretion system material improves learning outcomes by 86.
00 (Handoko.
Sajidan the studentsAo learning outcome effectively.
The and Maridi, 2.
effectiveness of module can be seen from the IBI develops students' thinking and significant increase in the studentsAo learning knowledge through discovery learning to outcome score after the application of module.
construct their knowledge (Dostal, 2.
This is The gain score of studentsAo learning outcome in in accordance with the opinion which states that experiment class is 0.
45 belonging to moderate social learning with constructivism can develop category in cognitive students.
The learning students' knowledge (Amineh & Asi, 2015.
Trif, outcome score increases from 25 .
retest, poor IBI learning constructs knowledge based categor.
to 79 .
osttest, good categor.
in on previous student experiences and the affective domain, and from 15 .
retest, poor application of knowledge in relevant contexts, categor.
to 84 .
osttest, very good categor.
in learning activities in the form of scientific psychomotor domain.
The result of advanced activities based on solving a problem, this test with t-test shows that there is a significant inquiry also increases student achievement difference of studentsAo learning outcome in (Taylor, 2.
experiment class before and after using module.
The IBI-based module is effective in It can be concluded that inquiry based improving attitude learning outcomes because instruction module can improve effectively the IBI is a scientific discovery-based model that learning outcome of the 11th Science Graders in requires students to have a scientific attitude like SMA Negeri 1 Madiun in excretion system a researcher.
This is in line with the results of research which states that by collaborating on the IBI model, student attitudes, and teacher
REFERENCES