Research Article
The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry
@INPROCEEDINGS{10.4108/eai.20-9-2022.2324794, author={Frisca Zahrona Utami Harahap and Manihar Situmorang and Nurfajriani Nurfajriani}, title={The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry}, proceedings={Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={AISTEEL}, year={2022}, month={12}, keywords={guided inquiry; learning resource; hots thinking skills; active learning}, doi={10.4108/eai.20-9-2022.2324794} }- Frisca Zahrona Utami Harahap
Manihar Situmorang
Nurfajriani Nurfajriani
Year: 2022
The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry
AISTEEL
EAI
DOI: 10.4108/eai.20-9-2022.2324794
Abstract
This study aims to develop and implement an innovative guided inquiry-based learning resource as a strategy for achieving student competence in the teaching of Analytical Chemistry. The research was conducted during the Covid 19 pandemic, involving 30 undergraduate students. Research stages include the development of innovative learning resources with guided inquiry to facilitate students to conduct investigations, include asking, researching, reporting investigation result, and share finding information to hone students higher-order thinking skills (HOTS). A standard inquiry-based learning resource package has been compiled for teaching Cation analysis for undergraduate students. Learning resources and supporting facilities are effective in facilitating students to learn actively in planning and carrying out inquiry assignments and presenting their findings. Thinking skills in the HOTS category have been developed for three aspects, namely the skills to analyze, evaluate, and create for analytical chemistry activities, all of which are classified as very good (M=85.07±1.70). The availability of guided inquiry-based learning resources has succeeded in teaching students to master Cation Analysis, as indicated by the achievement of learning outcomes (M=83.16±4.82) which are classified as good. Guided inquiry-based learning is very appropriate to be used for active learning as a strategy for achieving competence in the field of analytical chemistry
