Available via license: CC BY-SA 4.0
Content may be subject to copyright.
Universitas Muhammadiyah Malang, East Java, Indonesia
JPBI (Jurnal Pendidikan Biologi Indonesia)
p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 6 No. 2 July 2020, pp. 305-316
10.22219/jpbi.v6i2.12207 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 305
Research Article
Developing guided inquiry module in animal
reproductive system material
Nosi Qadariah a,1, Sri Rahayu Lestari a,2,*, Fatchur Rohman a,3
a Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Jl Semarang No.5 Malang 65145,
East Java, Indonesia
1 nosiqadariah1201355@gmail.com; 2 srirahayulestari@um.ac.id* ; 3 fatchur.rohman.fmipa@um.ac.id
* Corresponding author
INTRODUCTION
Science process skills in the 21st century are abilities that can be transferred widely, involving scientific
disciplines, and reflect scientific behavior, which emphasizes the learning process used to investigate and
develop scientific concepts, be able to solve problems, make decisions, find answers, and have a scientific
attitude (Ekici & Erdem, 2020). A learning method in IKIP Budi Utomo Malang Animal Physiology Semester
Learning Plan used to develop science process skills in animal physiology courses should be conducted with
a combination of small group discussion, class demonstration, independent assignment, and laboratory
practice. Needs analysis questionnaire and interview with lecturers on May 24, 2018, suggests that the
A R T I C L E IN FO
A B S TR A C T
Article history
Received May 15, 2020
Revised June 8, 2020
Accepted June 17, 2020
Published July 21, 2020
Guided inquiry module is one of alternative to improve students’ science process skills
and cognitive learning outcomes. The aim of this research was to produce guided
inquiry module in animal reproductive system material as well as improving student
science process skills and cognitive learning outcomes. The research used ADDIE
development model which consists of the following stages: analyze, design, develop,
implement, and evaluation. The research instruments for collecting the data included
material and media expert validation sheets, field practitioner questionnaire, module
practicality questionnaire, pretest and posttest question sheets (used to measure
science process skills and cognitive learning outcomes). The data analysis technique
used were quantitative and qualitative descriptions as well as quade's rank analysis of
covariance. The results of content and media expert validations were 94.84% and
92.43% respectively. In addition, the field practitioner response reached 95.7% and the
module practicality value was 91.3%. Furthermore, the module has significantly
improved students’ science process skills [F(1,78) = 42.509, p < 0.05] and cognitive
learning outcome [F(1,78) = 7.480, p < 0.05]. Hence, the module is recommended to
be implemented in delivering animal reproductive system.
Copyright © 2020, Qadariah et al
This is an open access article under the CC–BY-SA license
Keywords
Animal reproductive system
Cognitive learning outcomes
Guided inquiry module
Science process skills
How to cite: Qadariah, N., Lestari, S.R., & Rohman, F. (2020). Developing guided inquiry module in animal reproductive system
material. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 305-316. doi: https://doi.org/10.22219/jpbi.v6i2.12207
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
306
Qadariah et al (Developing guided inquiry module...)
learning process has not integrated science process skills, the general learning is conducted using
presentation and discussion. This type of lecture causes low student cognitive learning outcomes.
The cognitive learning outcome associates with student understanding, reasoning, and intellectual level on
content studied (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). The low student cognitive learning outcome
is evidenced by a formative test value of 49.25, which is very low. Observation is also conducted on content in
animal physiology course. The result of observation on lecturer and students indicates that the difficult topic is
the reproduction system. The difficulty is related to the content that is abstract and complex (25% students), a
concept taught is a comprehension (20.8% students), it is hard to apply in real life (12.5% students), and less
availability of teaching materials that are relevant and applicable in real life (37.5% students). The main cause
of difficulty in learning is less availability of teaching materials in reproduction system content.
Reproduction system content requires students to understand the reproduction system's anatomy
structure, connect the reproduction organ structure and function, and explain various mechanisms that
occurred in the reproduction system (Seeley, Tate, & Stephens, 2008). An active and creative contextual
learning is thus required that involves students to find knowledge, collect data, test hypotheses, find new
understanding, conduct skill practice, and obtain knowledge based on learning experiences (Buck, Latta, &
Pelecky, 2007). The appropriate learning model is a guided inquiry equipped with research results. One of the
basic efforts to apply the research results in the learning process is through laboratory practice methods
(Llewellyn, 2013).
Animal physiology learning in IKIP Budi Utomo Malang has not implemented a laboratory practice method.
The most reasonable laboratory practice in reproduction system content to be conducted in IKIP Budi Utomo
Malang is sperm observation. The phenomenon that occurred in daily life in a community is the discovery of
many hyperlipidemia conditions. Hyperlipidemia has an impact on the decrease in sperm quality. Single clove
garlic (Allium sativum) is one of the natural ingredients that could reduce hyperlipidemia; thus, it could improve
sperm quality. Mice are used as a model animal in the hyperlipidemia research (Qadariah, Lestari, & Rohman,
2020).
The learning approach based on research results is expected to help students comprehend between
theoretical studies available in teaching materials and the reality of the research results (Newton & Tonelli,
2020; Pambudiono, Suarsini, & Amin, 2016). Learning using a guided inquiry model that contains research
results requires teaching sources. The observation results indicate that lecturer and 97% of students choose
the module. The lecturer choose the module since it is one of the learning sources to facilitate teaching,
whereas students choose it because it could be an interesting and good learning guide, it uses a learning
model, it improves understanding and interest to study, and it could be used independently as well as with
lecturer guidance. The module could load a guided inquiry model syntax; thus, it could be used as a learning
source. The guided inquiry learning model can improve science process skills (Ekici & Erdem, 2020; Graaf,
Segers, & Jong, 2020) and cognitive learning outcomes (Cho, Kim, & Choi, 2017; Donohoe, 2019).
The guided inquiry module based on the research results could teach students to find knowledge
independently through experiments, observations, and deepening concepts. A module that contains a
research result could provide new information for students (Parmin & Peniati, 2012). The guided inquiry
module based on a research result is selected because it is one type of teaching material suitable for
understanding and age levels and improves knowledge of theoretical review and daily life realities.
Recent studies related to this study include inquiry module in the Finland (Mamun, Lawrie, & Wright, 2020;
Thuneberg, Salmi, & Bogner, 2018), and in the United States (Zhang, 2019). Research related to inquiry and
science process in Turkey (Ekici & Erdem, 2020). Research related to inquiry and cognitive learning outcomes
in South Korea (Cho et al., 2017), and in United Kingdom (Kovanovic, Gasevic, Joksimovic, Hatala, &
Adesope, 2015). Research related to guided inquiry module in animal reproduction system content to improve
student science process skills and cognitive learning outcome has yet to be done. Thus, the study's improved
outlook is that no one has yet developed guided inquiry module in animal reproduction system content to
improve student science process skills and cognitive learning outcome. This research contributes to the field
of education. These contributions include being able to become a reference module for educators in teaching
reproductive system material. Another gift is that this module is also a reference for educators to develop
scientific process skills and student learning outcomes when studying reproductive system material.
According to the background, a guided inquiry module in animal reproduction system content will be
developed. The developed module is based on researching the potential of single clove garlic (Allium sativum)
extract on sperm quality of hyperlipidemia model of male mice to improve student science process skills and
cognitive learning outcome. Development research aims to produce, test the validity, practicality, and
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
307
Qadariah et al (Developing guided inquiry module...)
effectiveness of guided inquiry modules on animal reproductive systems to improve student science process
skills and cognitive learning outcomes.
METHOD
The research was development research using the ADDIE model that consisted of 5 (five) stages:
analysis, design, development, implementation, and evaluation (Branch, 2009). The analysis phase serves to
find out various problems and needs during the learning process. The analysis phase is carried out by
observing learning activities, interviews, and the provision of needs analysis questionnaire. In the analysis, the
stage also set development objectives to produce and test the guided inquiry module's validity and practicality
based on research results. The module development target is the student offering A Biology Department, IKIP
Budi Utomo Malang, which will be held from May 2018 to December 2018.
The design phase functions to design a guided inquiry module based on research results. At the design
stage, a list of tasks to be designed in the guided inquiry module based on the research result, the display of
the module objects, the validation questionnaire, and the practicality questionnaire (Qadariah, Lestari, &
Rohman, 2019).
The development phase serves to develop the module design result made at the design stage (Branch,
2009). Stage of development includes the design of content in the module, including research results, the
potential of single clove garlic (Allium sativum) extract on sperm quality of hyperlipidemia model of male mice.
At the development stage, also used supporting media in doing module and making instructions for using the
module. The module that has been developed is tested for validity b material experts, the media, and field
practitioners. The material expert validator is Prof. Dr. Abdul Gofur, M.Si., and the media expert validator is
Dr. Munzil, S.Pd., M.Si., validator od field practitioners namely Dwi Candra Setiawan, S.Si., S.Pd., M.Pd., and
Nila Kartika Sari, S.Si, M.Si. Educational background and areas of expertise are the basis for selecting a
guided inquiry module validator. After being declared valid by the module validator, it was tested on 15
offering A students majoring in Biology IKIP Budi Utomo Malang who were taking Animal Physiology courses
to test the practicality of the module.
The implementation phase is carried out using guided inquiry modules in animal reproductive system
material based on research results to improve science process skills and students' cognitive learning
outcomes. Implementation of guided inquiry modules based on research results using a quasi-experimental
design. The quasi-experimental research design chosen was the nonrandomized control group pretest-
posttest system (Leedy & Ormrod, 2016). The research designs are approved in Table 1. Information (1) O1=
Pretest control class; (2) O2= Posttest control class; (3) O3= Pretest experiment class; (4) O4= Postest
experiment class; (5) X1= Learning without using modules; (6) X2= Learning by using modules.
Table 1. Research design nonrandomized control group pretest-posttest design
Subject
Pretest
Treatment
Postest
Control (-)
O1
X1
O2
Experiment
O3
X2
O4
The research population is students who are taking IKIP Budi Utomo Malang animal physiology course.
The sampling technique used is simple random sampling because the cognitive abilities of students are
considered homogeneous. The study was conducted in class A as an experimental class (using the guided
inquiry module based on the survey) as many as 40 students and class B as a control class (conventional
methods without modules) as many as 40 students.
The evaluation stage functions to find out the deficiencies in the module as a basis for module
improvement. The evaluation phase is carried out at each stage of the previous ADDIE development (Branch,
2009). The research instruments for collecting data included a material expert validation sheet by one material
expert validator, a media expert by one media expert, a field practitioner expert by two field practitioners
expert validator, a practicality questionnaire module for 15 students, a pretest-posttest question sheet
validated science process skills and cognitive learning outcomes.
The data analysis technique of guided inquiry module development research is quantitative and qualitative
descriptions. Qualitative analysis is done by grouping information in the form of opinions, suggestions, and
remedial comments from validators and students as practicality testing subjects. Quantitative data analysis for
the validation questionnaire and practicality test uses the following Formula 1.
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
308
Qadariah et al (Developing guided inquiry module...)
(1)
Percentage assessment data obtained were converted into descriptive quantitative data using the validity
criteria shown in Table 2. This is intended to give meaning and make decisions about the quality of the
product modules that are developed. Percentage assessment data obtained were converted into descriptive
quantitative data using practical criteria shown in Table 3. This is intended to give meaning and make
decisions about the quality of the product modules that are developed.
Table 2. Research criteria data percentage of product validity
No.
Validity criteria (%)
Level of validity
1.
85.01 - 100.00
Very valid, or can be used
2.
70.01 - 85.00
Valid enough, or can be used but needs a little revision
3.
50.01%- 70.00
Invalid, it is recommended not to use it because it needs a lot of revisions
4.
01.00 – 50.00
Invalid, or may not be used
Table 3. Evaluation criteria for percentage of product practicality
No.
Practical criteria (%)
Practicality
1.
81.00 - 100.00
Very practical, or can already be used
2.
61.00 - 80.00
Practical, or can be used but needs to be revised slightly
3.
41.00 - 60.00
Less practical, it is recommended not to use because it needs a lot of revisions
4.
21.00 - 40.00
Impractical or may not be used
5.
00.00 - 20.00
Very impractical, may not be used
Data analysis of science process skills and cognitive learning outcomes using non-parametric analysis
techniques, namely quad’s rank analysis of covariance. Data analysis serves to test whether there are
differences in the mean of bound variables between two groups by controlling other variables that affect the
dependent variable.
RESULTS AND DISCUSSION
The development's end product was a guided inquiry module in animal reproduction system topics based
on a research result. The module was a teaching material containing content unit made according to the
learning achievement. The module guided planned learning that could be studied independently by students
with or without teacher assistance. The module production's important components included content, student
worksheet, question sheets, and critical answers (Mulyasa, 2006).
The module compiled had been through analysis, design, development, implementation, and evaluation
stages (Branch, 2009). Questionnaire analysis of the needs of the reproductive system material for lecturers’
shows learning is done through the method of presentation and discussion, learning resources in the form of
scientific articles, and effectively improving students' understanding of concepts. The results of the needs
analysis questionnaire for lecturers also showed that the learning process had never used a guided inquiry
module based on the study results. In addition to giving questionnaires, an interview was conducted at the
lecturer. Interviews show that learning resources in the form of modules and scientific articles as learning
resources are not yet available in all materials, such as in the reproductive system. Therefore we need
learning resources on the fabric of the reproductive system. Subject lecturers strongly agree if a guided
inquiry module is developed based on research results. This is very good as an innovation in education to
facilitate educators during the learning process. Research results can also be an essential part of
understanding the reproductive system and are useful for providing the latest information for students (Parmin
& Peniati, 2012).
Learning is done by presentation and discussion (87.9% of students) is the result of a questionnaire
analysis of students' needs. But the use of specific learning models to increase interest and motivation to
learn is the advice given by students. As many as 60.6% of students have difficulty in understanding the
reproductive system because the material is abstract and complicated (25% students), concepts are
understanding (20.8% students), difficult to apply in real life (12.5% students), and lack of availability of
relevant teaching materials (37.5% students). The method used to overcome difficulties in the reproductive
system material is finding other learning resources, asking the lecturer, and discussing with friends in one
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
309
Qadariah et al (Developing guided inquiry module...)
class. In general, animal physiology learning has used various learning resources, but only limited to certain
materials. During the learning process, 69.7% of students had never used a guided inquiry-based module,
and 97% of students agreed to develop a guided inquiry module. The research objective is to produce a
guided inquiry module based on research results on the reproductive system material for animal physiology
courses that are valid, practical, and effective. The module will be implemented in Offering A Biology
Department Student IKIP Budi Utomo Malang during animal physiology learning. The use of modules in the
form of mold size B5. How to guide students in learning the reproductive system in modules through guided
inquiry models. The result of the analysis stage can generally be inferred that a guided inquiry module in the
reproduction system topic based on research results was needed to be developed to improve student science
process skills and cognitive learning outcomes.
The design stage was conducted by planning all components to be loaded in the module. Once the design
was completed, the module was developed. At the design stage, prototype guided inquiry module design
including arranging objects in the module. The module developed was expected to become an alternative
learning source that helped students understand the reproduction system content. The core part of the
module contained learning activities. The guided inquiry module based on research results consisted of three
learning activities: learning activity one on reproduction organs, learning activity two on reproduction
physiology, and learning activity three on fertilization, pregnancy, and labor.
Each learning activity is complemented by the syntax of the inquiry model, namely the exploration of
phenomena, focusing questions, planning investigations, conducting investigations, analyzing the results of
studies, constructing new knowledge, and communicating knowledge (Llewellyn, 2013) designed in the form
of student worksheets located at the beginning of each activity learn. The phenomenon loaded in each
learning activity was the result of research conducted. The research results could provide a real learning
experience for students (Parmin & Peniati, 2012; Tasir & Pin, 2012), improve students' understanding, and
provide information about development and invention in content discussed. Besides, the research results
were practice to be used in learning (Faot, Zubaidah, & Kuswantoro, 2016), improved learning quality and had
adaptability to science and technology (Mahfudhillah, Al-Muhdhar, & Sueb, 2017). The research results were
loaded in the module where the potential of single clove garlic (Allium sativum) extract on male mice sperm
quality. The phenomenon of exploring phenomena serves to train the observing aspects of the science
process skills (Llewellyn, 2013).
Students are asked to write questions based on the phenomenon that has been explored. This activity
aims to improve thinking skills and curiosity in the syntax of focusing problems. The focus phase of the
question trains aspects of asking questions of science process skills (Conn, Bohan, Pieperc, & Musumeci,
2020; Gultepe, 2016). Next, students are asked to plan an investigation. The investigation was carried out
following the items that were formulated (Llewellyn, 2013). Investigating the syntax was loaded in a laboratory
practice method in sperm calculation, motility observation, and sperm morphological normality. Students are
asked to determine the data to be collected to answer questions. The planning phase of the investigation
trains aspects of formulating hypotheses and planning the investigation of science process skills.
The next activity analyzes the investigation results in the form of interpreting and interpreting data, looking
for patterns and relationships between variables, modifying, and drawing initial conclusions. The purpose of
analyzing the results of research is so that students can find answers to questions made. The stage of
analyzing the results of an inquiry trains aspects of analyzing data from science process skills. The 6th syntax
of student guided inquiry is asked to form new knowledge. Developing new knowledge is defined as new
knowledge gained from the investigation results to answer the questions given. This activity aims to build a
new understanding of students. The stages of forming unique knowledge train aspects of applying the
concepts of science process skills. The syntax further communicates new knowledge. New knowledge is
disseminated through explanations with oral reports, PPT, or other media needed. The purpose of this activity
is for students to convey new knowledge gained. The stage of communicating unique knowledge trains
aspects of communication in science process skills (Curtis, Brownlee, & Spooner-Lane, 2020; Martin, Sigur, &
Schmidt, 2005).
Each learning activity was ended with a formative test. The productive test was equipped with a critical
answer so that students could measure their understanding independently following the module
characteristics. The formative test was an essay question. The essay question was used since it has a better
information function value (Susongko, 2010). Students were provided with the freedom to express
understanding. It was useful to measure the achievement level of cognitive learning outcomes. The module's
end part consisted of a summative test and the critical answer, glossary, and reference. The summative test
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
310
Qadariah et al (Developing guided inquiry module...)
served to measure the overall student understanding of all content in the module. The dictionary helped
students learn the definition of terms in the module and understand the concept being studied (Elfeky,
Masadeh, & Elbyaly, 2020; Faot et al., 2016; Post, Guo, Saab, & Admiraal, 2019; Ucar & Trundle, 2011).
The development phase includes designing content, developing supporting media, developing user
manuals for students and lecturers, making formative revisions, and conducting preliminary trials (Branch,
2009). At the development stage, module validation is performed. The content expert, media expert, and field
practitioner expert validated the developed inquiry module based on a research result. The validation was
intended to determine the module's weaknesses and be used as a material for improvement and produce a
module suitable to student needs.
The material expert validator is Dr. Abdul Gofur, M.Si. The validator is a physiology lecturer at the
Department of Biology FMIPA UM, who has a research background in reproductive systems. The material
expert validator's validation results stated that the modules from aspects of content worthiness, presentation
of content worthiness, and language worthiness were very valid and could be used in learning. The module's
strength is that it can help understand the reproductive system and as additional teaching material in the
teaching and learning process. Therefore the module can be used in learning with revisions (Akbar, 2013).
The content expert's validation value category was 94.84, with an excellent variety for all validation aspects.
The module expert validation questionnaire consisted of three major components: the element of content
eligibility, which included 12 points of evaluation, the feasibility of presenting content with 10 points of
assessment, and language eligibility, which had 9 points of evaluation. A summary of the results of the
material expert validation results can be seen in Table 4.
Table 4. Value of material expert validity
No.
Rated aspect
Number of
aspects
Maximum
score
Earnings
score
Validity
value (%)
Validity category
1.
Content eligibility
12
60
57
95
Very valid
2.
Feasibility of content
presentation
10
50
49
98
Very valid
3.
Language feasibility
9
45
41
91.11
Very valid
Earnings score
31
155
147
94.84
Very valid
A product suitable for learning must be valid regarding its content feasibility, content presentation, and
language feasibility aspects. Content loaded in the module must be correct, right, and thorough. The
validation criteria of the content expert indicated the correctness of the content substance in the module. The
media expert validator is Dr. Munzil, S.Pd., M.Si. The validator is a lecturer in education in the Department of
Natural Sciences FMIPA UM. The validation results by the validator of the media experts stated that the
modules from the aspects of graphics, presentation, linguistics, and modules have been very valid and can be
used in learning. The module is suitable to be used as a learning resource. The advice given by the validator
is to pay attention to the distance between paragraphs. Therefore the module can be used in learning with
small revisions. A summary of the results of the validation of media experts can be seen in Table 5.
Table 5. Value of media expert validity
No.
Rated sspect
Number of
sspects
Maximum
score
Earnings
score
Validity
value (%)
Validity category
1.
Grapefruit
10
50
44
88
Very valid
2.
Presentation
7
35
33
94.29
Very valid
3.
Linguistic
6
30
28
93.33
Very valid
4.
Module
14
70
66
94.29
Very valid
Earnings score
37
185
171
92.43
Very valid
A good module had an attractive appearance with a combination of color, figure shape, and clear title. The
module's language aspect must use an easy to understand language and the correct spelling (Akbar, 2013).
Validator expert field practitioners, namely Dwi Candra Setiawan, S.Si., S.Pd., M.Pd. (validator 1) and Nila
Kartika Sari, S.Si., M.Si. (validator 2). The validator is a lecturer in animal physiology courses at IKIP Budi
Utomo Malang. The expert field validator's validation results stated that the modules from aspects of language
feasibility, content eligibility, presentation feasibility, and guided inquiry were very valid. Field practitioner
expert validator 1 gave some comments, the language used is good. Still, some writing needs to be improved.
The content worthiness is excellent, but it needs to add the initial narrative to each sub-chapter to facilitate
student understanding. The feasibility of presentation and guided inquiry is very good. Field practitioner expert
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
311
Qadariah et al (Developing guided inquiry module...)
validator 2 commented that the use of the language used was following EYD and the level of understanding of
students' thinking. The material presented was feasible and pursued learning outcomes, but it would be better
to add fertility period calculation material to the menstrual cycle. Therefore the module can be used in
learning. A summary of the results of the field practitioner expert validation results can be seen in Table 6.
Table 6. Validity value of field practitioner expert
No.
Rated aspect
Number of
aspects
Maximum
score
Earnings
score
Validity
value (%)
Validity category
1.
Language feasibility
7
35
32
91.53
Very valid
2.
Content eligibility
5
25
24
96
Very valid
3.
Feasibility of presentation
10
50
48.5
97
Very valid
4.
Guided inquiry
8
40
39
97.5
Very valid
Earnings score
30
150
143.5
95.67
Very valid
The development phase is carried out as a preliminary trial to determine the practicality of the module. The
preliminary trial was conducted on 15 students who were taking IKIP Budi Utomo Malang animal physiology
course. The preliminary trial category is divided into four aspects of assessment, including student interest,
use, activeness, and evaluation. A summary of the results of practicality data analysis can be seen in Table 7.
Table 7. Student response data on guided inquiry module
No.
Rated aspect
Score
Practicality category
1
Attractive module display
90.67
Very practical
2
Modules motivate to learn
90.67
Very practical
3
Attractive module color choices
89.33
Very practical
4
The material in the module is easy to understand
86.67
Very practical
5
Modules can guide finding concepts
88.00
Very practical
6
The material in the module relates to everyday life
89.33
Very practical
7
Modules motivate to discuss
97.33
Very practical
8
Modules help improve scientific thinking
88.00
Very practical
9
Modules help independent learning
97.33
Very practical
10
Modules make learning more effective
88.00
Very practical
11
Modules increase learning activities
92.00
Very practical
12
Practical modules are used in learning
89.33
Very practical
13
Modules make learning not boring
86.67
Very practical
14
Module languages are easy to understand
92.00
Very practical
15
The letters used are easy to read
96.00
Very practical
16
The picture presented clarifies the concept
96.00
Very practical
17
Evaluations in modules can be a benchmark in
understanding the material od the animal reproductive
system
94.67
Very practical
Amount
1164
Very practical
Validity value
9.29
A valid and practical module would be used in the learning process. The results of modules that have
been valid and practical can be seen in Figure 1 dan Figure 2.
The implementation phase is carried out using guided inquiry modules on reproductive system material
based on research to improve students' science process skills and cognitive learning outcomes in learning.
The result of data analysis suggested that there was a significant difference between students who learned
using the module and those who did not use the module. The guided inquiry module in animal reproduction
system topics based on a research result was developed to improve student science process skills and
cognitive learning outcomes.
The result of hypothesis testing using Quade’s rank analysis of covariance suggested a difference in
science process skills between students in the experimental class and control class. Hypothesis test results
can be seen in Table 8. The learning outcome in the experimental class was significantly higher than the
control class. It implied that the guided inquiry-based module in the reproduction system content based on a
research result could improve students’ science process skills.
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
312
Qadariah et al (Developing guided inquiry module...)
Figure 1. Front and back cover of the module
Figure 2. Guided inquiry learning syntax in modules
Table 8. Summary of final results of the quade’s rank analysis of covariance science process skills
Sum of squares
dF
Mean square
F
Sig.
Between groups
9098.994
1
9098.994
42.509
.000
Within groups
16695.944
78
214.051
Total
25794.938
79
Students in the experimental class used an inquiry-based module based on a research result in the
learning while learning in the control class was conventional using presentation and lecture methods. Efforts
to improve science process skills in the module were trained through student worksheets that contained a
guided inquiry model learning syntax. Student activities in the student worksheet were based on an inquiry
syntax, namely: exploring the phenomenon, focusing questions, planning an investigation, conducting
research, analyzing the investigation result, constructing new knowledge, and communicating the experience.
Each of the inquiry learning model stages trained a specific aspect of science process skills. The first
syntax in the guided inquiry, exploring the phenomenon, trained the observing aspect. The second syntax,
focusing on the phenomenon, trained the asking question aspect. The third syntax, planning an investigation,
trained two aspects of the science process skills: planning an investigation and formulating a hypothesis. The
fourth syntax, conducting research, trained two aspects of the science process skills: using tools and
materials, and conducting an experiment. The fifth syntax, analyzing the investigation result, trained the data
analysis aspect. The sixth syntax, constructing new knowledge, trained the implementing concept aspect. Last
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
313
Qadariah et al (Developing guided inquiry module...)
but not least, the seventh syntax, communicating the knowledge, trained the communicating aspect of the
science process skill.
Stages in the inquiry learning model syntax have proven effective in improving science process skill
aspects. There were differences in the value of each science process skill aspect measured. The average
value of (1) observing aspect was 75; (2) asking question aspect was 79.4; (3) formulating hypothesis aspect
was 90; (4) planning an investigation aspect was 60; (5) using tools and materials aspect was 87; (6)
conducting an experiment aspect was 75.6; (7) analyzing data aspect was 71.2; (8) applying a concept aspect
was 75, and (9) communicating aspect was 97.5. Based on the values of the science process skill aspects,
each syntax of the guided inquiry model was generally capable of improving students’ science process skills.
The syntaxes that had the most significant influence in improving students’ science process skill included: (1)
focusing questions syntax that trained to ask question aspect of the science process skill; (2) conducting
investigating syntax that trains using tools and materials aspect, and (3) communicating syntax that trained to
communicate an aspect of the science process skills.
The result of hypothesis testing using Quade’s rank analysis of covariance indicated an influence on
students' cognitive learning outcomes in the experimental and control classes. Hypothesis test results can be
seen in Table 9.
Table 9. Summary of final results of the quade’s rank analysis of covariance cognitive learning outcomes
Model
Sum of squares
dF
Mean square
F
Sig.
1
Regression
3726.481
1
3726.481
7.480
.008b
Residual
38858.519
78
498.186
Total
42585.000
79
The learning outcome in the experimental class was significantly higher than in the control class. It
suggested that the guided inquiry module based on a research result could improve student cognitive learning
outcomes. Learning in the experimental class used an inquiry module based on a research result, whereas
learning in the control class used a conventional way using presentation and lecture methods. They were
learning using an inquiry module based on a research result guided students to have more experience than
traditional learning. An inquiry model involves students to learn actively (Acar, 2014; Llewellyn, 2013; Warin,
Kolski, & Sagar, 2011). Efforts to improve the module's cognitive learning outcome were conducted through
LKM, content description, and formative tests in each learning activity.
The inquiry learning model syntax loaded in the student worksheet was designed to facilitate the
improvement of student cognitive learning outcomes. The exploring phenomenon and focusing question
syntax facilitated cognitive level 2 (C2) or understanding. In both syntaxes, students were trained to construct
an understanding related to reproduction system content. The syntaxes had proven to be able to improve
students’ cognitive level 2 (C2) value. The planning of an investigation syntax facilitated the improvement of
cognitive level 4 (C4) or analysis. Conducting an investigation, constructing new knowledge, and
communicating the knowledge syntax facilitated cognitive level 3 (C3) or applied. The analysis investigation
result syntax facilitated the improvement of cognitive level 5 (C5) or evaluation.
Stages in the inquiry learning model syntax have proven effective in improving students' cognitive learning
outcomes. There was a difference in value in each cognitive level measured. The average value of cognitive
level 2 (C2) or understand was 75.4, the cognitive level 3 (C3), or applied was 73, the cognitive level 4 (C4) or
analysis was 71.2, and the cognitive level 5 (C5) or evaluated was 70. The average value of each cognitive
level suggested that the higher the cognitive level measured, the lower the students' average value. The
difference in each cognitive level value, however, was not significant. It can be inferred, thus, that learning
using a guided inquiry-based module could improve the cognitive level of understanding (C2), apply (C3),
analyze (C4) and evaluate (C5). The guided inquiry emphasized the investigation so that students could find
new knowledge independently, and it could be an effort to improve student cognitive learning outcomes (Yuni
Pantiwati, Permana, Kusniarti, & Miharja, 2020; Uiterwijk-Luijk, Kruger, Zijlstra, & Volman, 2019).
The improvement of students' cognitive learning outcomes is also related to improving students' science
process skills. Students who learned using a guided inquiry-based module in the reproduction system content
indicated improved science process skills and cognitive learning outcomes due to the developed module that
was constructive (Kefi & Uslu, 2015; Ozgelen, 2012; Pantiwati, Permana, & Kusniarti, 2020). It provided many
learning experiences to conduct an investigation and guided students to solve the phenomenon given.
Students who had learning experience using a guided inquiry-based module in the reproduction system based
on a research result improved their science process skills and cognitive learning outcome.
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
314
Qadariah et al (Developing guided inquiry module...)
CONCLUSION
A guided inquiry module based on a research result was very valid and practical. The content expert's
validation result was 94.84%, the media expert was 92.43%, and the field practitioner expert was 95.7% with
a very valid category. The result of module practicality was 91.3%, with a category of very practical. There
was a significant difference in the science process skills between students who learned using a guided inquiry
module in the animal reproduction system based on a research result and those who did not use it. The
module could improve students’ science process skill with Fcalculate of 42,509 and p-value = 0.000< α (α =
0.05). There was a significant difference in the cognitive learning outcome between students who learned
using a guided inquiry module in the animal reproduction system topic based on a research result and those
who did not use the module. The module could improve students’ cognitive learning outcome with Fcalculate
of 7.480 and p-value = 0.008 < α (α = 0.05).
Suggestions that can be given for research related to this are observation sheet is a necessity to further
assess the student science process skills, research is needed related to woman reproduction system so that it
could become additional research results to be loaded in the module, an implementation is required to find out
the influence of the module on related variables other than students’ science process skill and cognitive
learning outcome.
ACKNOWLEDGMENT
The research was a part of a research project by Dr. Sri Rahayu Lestari with decree 188/SP2H/LT/DRPM,
the contract number 19.3.81/UN32.14.1/LT/2019. The researchers would like to send their gratitude to all
research group members.
REFERENCES
Acar, O. (2014). Scientific reasoning, conceptual knowledge, & achievement differences between prospective
science teachers having a consistent misconception and those having a scientific conception in an
argumentation-based guided inquiry course. Learning and Individual Differences, 30, 148–154. doi:
https://doi.org/10.1016/j.lindif.2013.12.002
Akbar, S. (2013). Instrumen perangkat pembelajaran. Retrieved from https://rosda.co.id/pendidikan-
keguruan/378-instrumen-perangkat-pembelajaran.html%0Ahttps://bit.ly/35ofYNZ%0A
Bloom, B., Engelhart, M., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational
objectives, the clasification of educational goal: handbook 1 cognitive domain. Retrieved from
https://bit.ly/35hhvp1
Branch, R. M. (2009). Instructional design: the ADDIE approach. doi: https://doi.org/10.1007/978-0-387-
09506-6
Buck, G. A., Latta, M. A. M., & Pelecky, D. L. (2007). Learning how to make inquiry into electricity and
magnetism discernible to middle level teachers. Journal of Science Teacher Education, 18(3), 377–397.
doi: https://doi.org/10.1007/s10972-007-9053-8
Cho, M.-H., Kim, Y., & Choi, D. H. (2017). The effect of self-regulated learning on college students’
perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher
Education, 34, 10–17. doi: https://doi.org/10.1016/j.iheduc.2017.04.001
Conn, C. A., Bohan, K. J., Pieperc, S. L., & Musumeci, M. (2020). Validity inquiry process: practical guidance
for examining performance assessments and building a validity argument. Studies in Educational
Evaluation, 65. doi: https://doi.org/10.1016/j.stueduc.2020.100843
Curtis, E., Brownlee, J., & Spooner-Lane, R. (2020). Teaching perspectives of philosophical inquiry: changes
to secondary teachers’ understanding of student learning and pedagogical practices. Thinking Skills and
Creativity, 38. doi: https://doi.org/10.1016/j.tsc.2020.100711
Donohoe, A. (2019). The blended reflective inquiry educators framework; origins, development and utilisation.
Nurse Education in Practice, 38, 96–104. doi: https://doi.org/10.1016/j.nepr.2019.06.008
Ekici, M., & Erdem, M. (2020). Developing science process skills through mobile scientific inquiry. Thinking
Skills and Creativity, 36. doi: https://doi.org/10.1016/j.tsc.2020.100658
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
315
Qadariah et al (Developing guided inquiry module...)
Elfeky, A. I. M., Masadeh, T. S. Y., & Elbyaly, M. Y. H. (2020). Advance organizers in flipped classroom via e -
learning management system and the promotion of integrated science process skills. Thinking Skills
and Creativity, 35. doi: https://doi.org/10.1016/j.tsc.2019.100622
Faot, M. M., Zubaidah, S., & Kuswantoro, H. (2016). Pengembangan modul teknik budidaya tanaman kedelai
sebagai bahan ajar sekolah menengah kejuruan. Jurnal Pendidikan: Teori, Penelitian, &
Pengembangan, 1(7), 1421–1426. doi: https://doi.org/10.17977/jp.v1i7.6587
Graaf, J., Segers, E., & Jong, T. (2020). Fostering integration of informational texts and virtual labs during
inquiry-based learning. Contemporary Educational Psychology, 62. doi: https://doi.org/10.1016/j.cedpsy
ch.2020.101890
Gultepe, N. (2016). High school science teachers’ views on science process skills. International Journal of
Environmental & Science Education, 11(5), 779–800. doi: https://doi.org/10.12973/ijese.2016.348a
Kefi, S., & Uslu, M. (2015). The effects of supportive scientific activities education program on pre-school
teachers’ usage levels of basic scientific process skills. Middle-East Journal of Scientific Research,
23(11), 2619–2626. doi: https://doi.org/10.5829/idosi.mejsr.2015.23.11.22389
Kovanovic, V., Gasevic, D., Joksimovic, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of
inquiry: effects of learning technology use on cognitive presence in asynchronous online discussions.
The Internet and Higher Education, 27, 74–89. doi: https://doi.org/10.1016/j.iheduc.2015.06.002
Leedy, P. D., & Ormrod, J. E. (2016). Practical research: planning and design, 11th edition. Retrieved from
https://pce-fet.com/common/library/books/51/2590_[Paul_D._Leedy,_Jeanne_Ellis_Ormrod]_Practical_
Res(b-ok.org).pdf
Llewellyn, D. J. (2013). Teaching high school science through inquiry and argumentation. Retrieved from
https://books.google.co.id/books?id=bks4DQAAQBAJ&lpg=PP1&pg=PP1#v=onepage&q&f=false
Mahfudhillah, H. T., Al-Muhdhar, M. H. I., & Sueb, S. (2017). Pengembangan modul kawasan rumah pangan
lestari (KRPL) berbasis proyek untuk siswa SMA. Jurnal Pendidikan: Teori, Penelitian, &
Pengembangan, 2(3), 400–408. doi: https://doi.org/10.17977/jptpp.v2i3.8655
Mamun, M. A. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules
for self-directed and inquiry-based learning environments. Computers & Education, 144. doi: https://doi.
org/10.1016/j.compedu.2019.103695
Martin, D. J., Sigur, R. J., & Schmidt, E. (2005). Process-oriented inquiry-a constructivist aproach to early
childhood science education: teaching teacher to do science. Journal of Elementary Science Education,
17(2), 13–26. doi: https://doi.org/10.1007/BF03174678
Mulyasa, E. (2006). Kurikulum yang disempurnakan: pengembangan standar kompetensi dan kompetensi
dasar. Retrieved from https://opac.perpusnas.go.id/DetailOpac.aspx?id=40139#
Newton, X. A., & Tonelli, E. P. (2020). Building undergraduate stem majors’ capacity for delivering inquiry-
based mathematics and science lessons: an exploratory evaluation study. Studies in Educational
Evaluation, 64. doi: https://doi.org/10.1016/j.stueduc.2019.100833
Ozgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of
Mathematics, Science and Technology Education, 8(4), 283–292. doi: https://doi.org/10.12973/eurasia.2
012.846a
Pambudiono, A., Suarsini, E., & Amin, M. (2016). Pengembangan buku ajar bioteknologi berbasis penelitian
bioremidiasi logam berat kadmium untuk mahasiswa s1 biologi universitas negeri malang. Jurnal
Pendidikan: Teori, Penelitian, & Pengembangan., 1(6), 1077–1085. doi: https://doi.org/10.17977/jp.v1i6.
6389
Pantiwati, Y., Permana, F. H., & Kusniarti, T. (2020). The relationship between capability dimension and
cognitive dimension ability of grade vii middle school students. The 3rd International Conference On
Mathematics And Science Education (ICOMSE) 2019: Strengthening Mathematics and Science
Education Research for the Challenge of Global Society. doi: https://doi.org/10.1063/5.0000556
Pantiwati, Y., Permana, F. H., Kusniarti, T., & Miharja, F. J. (2020). The characteristics of literacy
management in school literacy movement (SLM) at junior high school in malang – indonesia. Asian
Social Science, 16(4). doi: https://doi.org/10.5539/ass.v16n4p15
Parmin, P., & Peniati, E. (2012). Pengembangan modul mata kuliah strategi belajar mengajar IPA berbasis
hasil penelitian pembelajaran. Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science
Education), 1(1), 8–15. doi: https://doi.org/10.15294/jpii.v1i1.2006
Post, L. S., Guo, P., Saab, N., & Admiraal, W. (2019). Effects of remote labs on cognitive, behavioral, and
affective learning outcomes in higher education. Computers & Education, 140. doi: https://doi.org/
JPBI (Jurnal Pendidikan Biologi Indonesia)
Vol. 6, No. 2, July 2020, pp. 305-316
316
Qadariah et al (Developing guided inquiry module...)
10.1016/j.compedu.2019.103596
Qadariah, N., Lestari, S. R., & Rohman, F. (2019). Modul berbasis inkuiri terbimbing berdasarkan hasil
penelitian pada materi sistem rerproduksi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan.,
4(5), 634–639. doi: https://doi.org/10.17977/jptpp.v4i5.12426
Qadariah, N., Lestari, S. R., & Rohman, F. (2020). Single bulb garlic (Allium sativum) extract improve sperm
quality in hyperlipidemia male mice model. Jurnal Kedokteran Hewan, 14(1), 7–11. doi: https://doi.org
/10.21157/j.ked.hewan.v14i1.13562
Seeley, R. R., Tate, P., & Stephens, T. D. (2008). Anatomy & physiology. Retrieved from
https://trove.nla.gov.au/work/11441222/version/39028821
Susongko, P. (2010). Perbandingan keefektifan bentuk tes uraian dan teslet dengan penerapan graded
response model (GRM). Jurnal Penelitian Dan Evaluasi Pendidikan, 14(2), 269–288. doi: https://doi.org/
10.21831/pep.v14i2.1082
Tasir, Z., & Pin, O. C. (2012). Trainee teachers’ mental effort in learning spreadsheet through self-instructional
module based on cognitive load theory. Computers & Education, 59(2), 449–465. doi:
https://doi.org/10.1016/j.compedu.2012.01.009
Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning
contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and
Creativity, 29, 153–160. doi: https://doi.org/10.1016/j.tsc.2018.07.003
Ucar, S., & Trundle, K. C. (2011). Conducting guided inquiry in science classes using authentic, archived,
web-based data. Computers & Education, 57(2), 1571–1582. doi: https://doi.org/10.1016/j.compedu.
2011.02.007
Uiterwijk-Luijk, L., Kruger, M., Zijlstra, B., & Volman, M. (2019). Teachers’ role in stimulating students’ inquiry
habit of mind in primary schools. Teaching and Teacher Education, 86. doi: https://doi.org/10.1016
/j.tate.2019.102894
Warin, B., Kolski, C., & Sagar, M. (2011). Framework for the evolution of acquiring knowledge modules to
integrate the acquisition of high-level cognitive skills and professional competencies: principles and
case studies. Computers & Education, 57(2), 1595–1614. doi: https://doi.org/10.1016/j.compedu.
2011.02.013
Zhang, L. (2019). “Hands-on” plus “inquiry”? effects of withholding answers coupled with physical
manipulations on students’ learning of energy-related science concepts. Learning and Instruction, 60,
199–205. doi: https://doi.org/10.1016/j.learninstruc.2018.01.001
