Guided Inquiry E-Modules for Quadratic Functions: Boosting Computational Thinking, Problem Solving, and Self-Efficacy
DOI:
https://doi.org/10.31980/mosharafa.v14i1.2044Keywords:
e-perangkat pembelajaran, fungsi kuadrat, inkuiri terbimbing, e-tools learning, quadratic function, guided inquiry learningAbstract
Penelitian ini bertujuan mengembangkan e-perangkat pembelajaran berbasis inkuiri terbimbing untuk meningkatkan kemampuan berpikir komputasional, pemecahan masalah, dan self-efficacy siswa SMA. Metode Research and Development (RnD) dengan model ADDIE (Analisis, Desain, Pengembangan, Implementasi, Evaluasi) digunakan dalam proses pengembangannya. Subjek uji coba melibatkan siswa kelas X-9 (n=34) untuk uji lapangan dan kelas X-10 (n=36) untuk uji terbatas, dengan desain one-group pretest-posttest. Data dikumpulkan melalui angket, tes, observasi, dan wawancara, kemudian dianalisis menggunakan skala Likert, uji gain, dan uji hipotesis multivariat (Hotteling’s T²). Hasil penelitian menunjukkan bahwa e-perangkat pembelajaran fungsi kuadrat yang dikembangkan memenuhi kriteria kevalidan (minimal “baik”), kepraktisan (respon guru-siswa “baik” & keterlaksanaan 80-100%), dan keefektifan. Keefektifan ditunjukkan oleh pengaruh signifikan terhadap kemampuan siswa, peningkatan N-gain kategori sedang, dan persentase ketuntasan belajar yang baik. Produk ini terbukti mampu memfasilitasi peningkatan tiga kemampuan target secara integratif.
This study aims to develop guided inquiry-based e-learning tools to improve high school students' computational thinking, problem-solving, and self-efficacy skills. The Research and Development (R&D) method, utilising the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), was employed in the development process. The test subjects involved students from class X-9 (n=34) for field testing and class X-10 (n=36) for limited testing, with a one-group pretest-posttest design. Data were collected through questionnaires, tests, observations, and interviews, then analysed using the Likert scale, gain test, and multivariate hypothesis test (Hotteling's T²). The results showed that the developed quadratic function e-learning device met the criteria of validity (at least “good”), practicality (teacher-student response “good” & feasibility 80-100%), and effectiveness. Effectiveness was demonstrated by a significant effect on student ability, an increase in the N-gain to the moderate category, and a good percentage of learning mastery. This product has been proven to facilitate the integrated improvement of the three target abilities.
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