DEVELOPING INQUIRY-ORIENTED SCIENCE WORKSHEETS TO FOSTER SCIENCE PROCESS SKILLS AND CRITICAL THINKING AMONG JUNIOR HIGH SCHOOL STUDENTS

Hairu Saleh, Asri Widowati

Abstract


This study aimed to develop an inquiry-based science student worksheet (LKPD) that is valid, practical, and effective in improving junior high school students’ science process skills and critical thinking abilities on the topic of photosynthesis. The study employed a research and development (R&D) method using the ADDIE model. The effectiveness of the product was tested using a quasi-experimental design with a non-equivalent control group. The research subjects consisted of 13 seventh-grade students divided into an experimental class and a control class. The feasibility of the LKPD was evaluated through expert validation involving material, media, and language experts using a 4-point Likert scale, while practicality was assessed through student readability tests and teacher responses. Effectiveness was analyzed using N-gain and t-tests. The results showed that the inquiry-based LKPD obtained an average validation score of 3.65, categorized as very good. The readability and practicality tests resulted in scores of 3.70 and 3.62, respectively, also categorized as very good. The experimental class achieved an N-gain score of 0.68 (moderate–high category), which was higher than the control class with an N-gain score of 0.33. The t-test results indicated significant differences in students’ science process skills and critical thinking abilities. Therefore, the inquiry-based science LKPD is considered valid, practical, and effective for use in junior high school science learning.

Keywords


science worksheet; inquiry-based learning; science process skills; critical thinking; photosynthesis

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i3.10091

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