Development Of Science Learning Tools Using Iinquiry Learning Model To Student Learning Outcomes

Abstract

Development of Integrated Science Learning Using the Inquiry Learning Model Combined with a Portfolio to Improve Student Learning Outcomes. Manado State University. Graduate program. Science Education Study Program. Advisor I Prof. Dr. Orbanus. Naharia, M.Si; Advisor II Dr. Ferny, M. Tumble, MS. This study aims to produce learning tools using a portfolio-based inquiry learning model to improve student learning outcomes on the material of the human digestive system. This research refers to the procedure for conducting research and development following the stages of implementation according to Borg and Gall. The test subjects consisted of theoretical trials and empirical trials. Theoretical trials consist of learning device experts and learning material experts in the field of science. The empirical trial consisted of 10 people in the small group and 27 in the large group. The instruments used were interviews, observation sheets, questionnaires, and learning outcomes tests. The data obtained were analyzed descriptively and using comparative test analysis (Analyze Compare Means) with = 0.05. The results of the product validation of learning device experts are included in the very strong category with a value of 92% and the results of the validation of learning materials are included in the very strong category with a value of 90%. The results of the field test analysis show that the learning products are good for use in the implementation of classroom learning which can be seen through an increase in the average student learning outcomes before and after the implementation of learning. observation sheets, questionnaires, and learning outcomes tests. The data obtained were analyzed descriptively and using comparative test analysis (Analyze Compare Means) with = 0.05. The results of the product validation of learning device experts are included in the very strong category with a value of 92% and the results of the validation of learning materials are included in the very strong category with a value of 90%. The results of the field test analysis show that the learning products are good for use in the implementation of classroom learning which can be seen through an increase in the average student learning outcomes before and after the implementation of learning. observation sheets, questionnaires, and learning outcomes tests. The data obtained were analyzed descriptively and using comparative test analysis (Analyze Compare Means) with = 0.05. The results of the product validation of learning device experts are included in the very strong category with a value of 92% and the results of the validation of learning materials are included in the very strong category with a value of 90%. The results of the field test analysis show that the learning products are good for use in the implementation 939 Journal of Positive School Psychology of classroom learning which can be seen through an increase in the average student learning outcomes before and after the implementation of learning. The results of the product validation of learning device experts are included in the very strong category with a value of 92% and the results of the validation of learning materials are included in the very strong category with a value of 90%. The results of the field test analysis show that the learning products are good for use in the implementation of classroom learning which can be seen through an increase in the average student learning outcomes before and after the implementation of learning. The results of the product validation of learning device experts are included in the very strong category with a value of 92% and the results of the validation of learning materials are included in the very strong category with a value of 90%. The results of the field test analysis show that the learning products are good for use in the implementation of classroom learning which can be seen through an increase in the average student learning outcomes before and after the implementation of learning.