Feasibility Study of Smash Book based Guided Inquiry as Chemistry

Learning Media on Buffer Solution Material

Herlina Apriani, Fitria Rizkiana

Islamic University of Kalimantan Muhammad Arsyad Al Banjari Banjarmasin

Adhyaksa Street No.2, Banjarmasin, South Borneo, Indonesia

Keywords: buffer solution, learning media, guided inquiry, smash book

Abstract: Less interesting and less engaging in chemistry learning media makes chemistry learning boring and

difficult. Smash book based guided inquiry on buffer solution material is an innovative development of

chemistry learning media that facilitates students to studies in an interesting, active and creative way. The

aim of this development research is to test the feasibility of smash book based guided inquiry media as

chemistry learning media on buffer solutions material. This research uses R & D research design.

Instrument in this research is questionnaire of feasibility smash book media on buffer material from

validators and students. The data was analyzed using descriptive technique. The result of research and

development shows that the smash book based guided inquiry is feasible to be used as chemistry learning

media on buffer solutions material.

1 INTRODUCTION

Education is a conscious effort that aims to develop

the quality of human beings as an effort to realize

the common welfare and the life of the Indonesian

nation. Implementation of education is in a

continuous process in each type and level of

education as well as related in an integral or

integrated education system. One way to implement

the goals of education is through learning.

Learning is basically an effort to help learners do

learning activities. Learning process is also a process

of communication between the sender of the

message to the recipient of the message. The process

of delivering such messages can be made easier by

using certain media called learning media.

Learning media is anything that can facilitate

teachers to teach and facilitate students learn

learning materials. In the process of learning,

learning media is a container and channel message

from the source message, the teacher to the recipient

of the message in this case students (Mahnun, 2012).

One of the main functions of learning media is as a

teaching tool that also influences climate, condition,

and learning environment arranged and created by

teacher. Selection and use of learning media must be

tailored to the purpose and characteristics of the

media itself. In addition, the selection of media must

also consider the conditions and facilities of the

fulfillment of the media. The role of instructional

media is not only as a tool to convey teacher

messages to students. Moreover, the learning media

is expected to attract participants to learn more about

the content of the material presented by the teacher.

Media learning continues to grow more creative

and innovative. The development of learning media

aims to create an effective and efficient learning

media innovation in helping students learn the

material. Learning media developed should pay

attention to the purpose of learning, the needs of

students and trends. Because, if the learning media

developed does not pay attention to these three

aspects, then the learning outcomes will not be

optimal.

Another important thing to consider in

developing instructional media is the educational

paradigm. The educational paradigm that is being

implemented in Indonesia is contructivism.

According to Pali, contructivism is an educational

paradigm that considers teaching is not the activity

of transferring knowledge from teacher to student,

but for the creation of an atmosphere that allows

students to build their own knowledge. Teaching

means active participation of teachers and students

in building knowledge, making meaning, seeking

Apriani, H. and Rizkiana, F.

Feasibility Study of Smash Book based Guided Inquiry as Chemistry Learning Media on Buffer Solution Material.

DOI: 10.5220/0009017300002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 107-113

ISBN: 978-989-758-470-1

107

clarity, being critical and justifying (Iskandar 2011:

14-15).

Learning media that have been developed by

researchers in the form of a smash book based

guided inquiry on the material buffer solution.

Smash book is becoming a growing trend among

teenagers. Wilson defines a smash book as a journal

book that is decorated and has a specific theme,

containing writing and some images or decorations

that are intentionally affixed using glue (Wulandari,

2015). Smash book is a medium to write or draw a

similar diary but has a more creative and interesting

appearance. Basically, a smash book is a personal

journal book that someone has to store memories,

moments, and musings. Because the display of

smash book is unique and interesting, it allows

smash book is used as a learning media that is

expected to optimize learning outcomes.

Today the term inquiry becomes important,

because inkuiri is the main strategy in learning

science (Iskandar, 2011: 17). Wenning (2006) in

Aprilia (2015) states that inquiry learning strategy is

a series of learning activities that train students to

learn to seek knowledge or information, or learn a

symptom. According to Gormally et al (2011) in

Pratiwi et al (2015) the type of inquiry that is

suitable for high school level is guided inquiry, since

guided inquiry provides more direction for students

who are not ready to solve problems with open

inquiry because of lack of experience and

knowledge or has not reached the level of cognitive

development. The use of guided inquiry is also

intended to facilitate the management of time and

class, as well as to reduce misconceptions that may

occur during learning (Cheung, 2007). Here are the

advantages of guided inquiry learning: cultivating

students 'curiosity, open-minded students, increasing

students' self-confidence, being aware of science,

liking and upholding the values of science, skilled in

using logic, critical thinking, integrating skills of

science processes, using mathematical operations,

communicating (Iskandar, 2011: 44), and solving

problems (Fitriyani et al, 2017).

Buffer solution is one of the materials on the

chemistry subjects studied by high school students.

The material often has a low learning mastery. The

material has the prerequisite materials of acid-base

and stoichiometric solutions. The buffer material

material has conceptual and mathematical

characteristics. The concept of buffer solution

related to macroscopic, microscopic and symbolic

aspects requires a medium that can solve the

problem of chemical representation in the learning

activities of buffer solution (Gustiani, 2013). In

addition, the number of mathematical calculations

that must be studied in the material buffer solution

requires an interesting learning media and encourage

learning activities so that students not only

memorize the formula to solve mathematical

problems

Learning media smash book based guided

inquiry learning that has been made is tested its

feasibility by 3 experts, that is 2 chemistry lecturer

and 1 Chemistry teacher. The media feasibility test

includes aspects of content, presentation, language

and graphics. In addition, the feasibility of smash

book based guided inquiry can also be seen from the

responses of a number of students. The feasibility

test results are expected to be a consideration for

teachers to use smash book base guided inquiry in

chemistry learning.

Based on the above explanation, this study aims

to:

1) Produce smash book based guided inquiry on

buffer solution material.

2) Knowing the feasibility of smash book based

guided inquiry on buffer solution material.

2 METHOD

This research used the Research and Development

(R & D) design. The following stages are: 1)

potential and problem, 2) data collection, 3) product

design, 4) design validation, 5) design revision, 6)

product trial, 7) product revision, 8) trial usage, 9)

product revision and 10) mass production

(Sugiyono, 2011: 298). But due to time and cost

constraints, researchers do not perform mass

production stage.

In the potential and problem stages, researchers

identify problems that arise in the learning of

chemistry, such as lack of interest and motivation of

students to learn chemistry, low student learning

outcomes, learning resources, media and learning

activities that tend to monotonous. Researchers

judge that the use of learning media can overcome

the above problems.

At the data collection stage, researchers began to

study the literature on learning media that is a trend

among teenagers. Researchers assess that smash

book as one of the learning media can be applied to

the learning of chemistry because of its unique

appearance. In this case, researchers also feel the

need to adapt guided inquiry strategy in the

development of smash book media so that students'

learning activities are not monotonous.

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108

At the design stage of the product, researchers

first conduct an assessment of student learning

resources such as books and LKS. From these

activities it is known that the display of books and

chemical LKS tends to be monotonous. After the

assessment, the researcher begins to define the

objectives and topics of learning, define the

problem, develop the hypothesis, find information

from various sources related to the buffer solution,

and determine the smash book decoration.

In the design validation phase, the researcher

asked 3 experts to rate the smash book that has been

made. Each expert is required to assess the

feasibility of smash book media from the aspect of

content, presentation, language, and graphic, so it

can be known weaknesses and superiority of

products made.

In the design improvement phase, the researcher

improves the product that has been made based on

input from 3 experts. The revised product can then

be tested to a particular group. In the test phase, the

product is tested to 10 students of grade XI IPA

SMA Muhammadiyah 1 Banjarmasin.

At the product revision stage, researchers refine

the smash book based on feedback from the product

trial subjects. The revised product is then tested

again at the trial stage of usage. At the trial stage of

use, the researchers used post-test nonequivalent

control group design to assess the success of the

product made. In this design, the experimental and

control groups were selected without random

placement procedures and performed both pretest

and posttest. It's just that the control group is not

given a particular treatment (creswell, 2009: 160).

At the end of this test phase, the researcher asks all

students in the experimental group to respond by

filling in the shared questionnaire. The student's

response to the experimental group will then be used

as feedback on the revision phase of the product.

There are 3 Instruments used to collect data in

this research are: (1) questionnaire of smash book

filled by 3 experts, (2) questionnaire of smash book

readiness filled by 10 high school students of class

XI, (3) response questionnaire filled by students

from the experimental group. The data obtained

from the questionnaire is analyzed descriptively

quantitatively by calculating the percentage of value

provided by the expert and students.

3 RESULTS AND DISCUSSION

The result of this research is learning media in the

form of smash book. In the smash book there are 8

subtopics of learning, namely: (1) definition of

buffer solution; (2) components and means of

making acid buffer solution; (3) components and

means of making basic buffer solutions; (4)

calculation of pH of acid buffer solution; (5)

calculation of the pH of the base buffer solution; (6)

pH and how acid buffer solution works when added

water, acids and bases; (7) pH and the working of an

alkaline buffer solution when added water, acids and

bases; (8) the function of the buffer solution in the

body. The presentation of each subtopic uses guided

inquiry strategy, consisting of the stage of problem

formulation, hypothesis formulation, hypothesis

testing and conclusion drawing. However, the smash

book is developed, the stages are not written in

Indonesian, but written in English is quite popular

among students to look different than other types of

print media. The first guided inquiry stage is the

formulation of the problem. At this stage students

are given a phenomenon, data, or giving examples

and non-samples, then students are guided using

supervisor questions so that students can understand

the problems that have been formulated.

Furthermore, in the second stage of the hypothesis

formulation, students are asked to write down the

alleged or temporary answer to the given problem.

In the third stage of hypothesis testing, students are

asked to study the literature, analyzing the

illustrations of images or data provided. In the fourth

stage of drawing conclusions, students are asked to

write conclusions in the places that have been

provided.

In addition to paying attention to aspects of

content and presentation, the development of smash

book also pay attention to the decoration aspect. In

the developed smash book there are many ornaments

such as paper clips, cartoon pictures, origami papers,

quote, ice cream sticks, page delimiters and others

are deliberately affixed to increase the attractiveness

of the resulting learning media. In addition, the

developed smash book also provides prerequisite

materials that can be completed or completed by

each student before studying the material in the core

activities. Examples of smash books that have been

developed can be seen in Figure 1, 2, 3, 4, 5, and 6

below.

Smash book based guided inquiry that has been

made is tested its feasibility by 3 experts, consisting

of 2 chemistry lecturers from Lambung Mangkurat

University (ULM) and 1 chemistry teacher. The

results of the media feasibility test can be seen in

Table 1.

Feasibility Study of Smash Book based Guided Inquiry as Chemistry Learning Media on Buffer Solution Material

109

Figure 1: Home page of smash book.

Figure 2:

There are quotes, cartoon pictures and

prerequisite materials in smash book.

Figure 3:

There are inquiry activities in smash book.

Figure 4: there are place to write conclusions

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Figure 5: There are practices.

Figure 6: sheet of discovery activity.

Table 1: The result of feasibility test smash book based

guided inquiry.

Aspect Expert 1

(%)

Expert 2

(%)

Expert 3

(%)

Content 100 100 85.71

Presentation 100 100 100

Language 87.50 100 100

Graphic 100 83.33 100

Based on data in Table 1, the average percentage

of feasibility on every aspect of the test can be seen

in Figure 7.

Figure 7: Average percentage of feasibility on every

aspect.

Table 1 and Figure 7 show that every aspect of

the feasibility test get high scores from all experts.

The content aspect consists of seven statements

about the purpose of learning, the correctness of

concepts, the order of the material, the completeness

of the information and the exercise question. The

aspect of the presentation consists of eight

statements relating to guided inquiry activities,

guidance, encouragement of learning activities,

learning motivation and practice questions. The

language aspect consists of three statements relating

to the ease of the language used. The graphic aspect

consists of six statements relating to the type and

size of letters, illustrations, color combinations and

layout.

Based on the data in Figure 7, the feasibility of

smash book on aspects of content, presentation,

language and graphic into the category very well.

Therefore, when calculated total score of 24

statements (questionnaire) filled out by three

experts, the average percentage of the feasibility of

the overall media smash book amounted to 95.83%,

and included in the category of very decent.

There are two suggestions from the three experts

to smash book developed, namely (1) the

representation of the components forming the buffer

solution should be adjusted to the shape of the

Feasibility Study of Smash Book based Guided Inquiry as Chemistry Learning Media on Buffer Solution Material

111

molecule that is the truth, (2) guide the activities in

the smash book less, the absence of instructions for

students to observe illustration regarding buffer

solution components. These suggestions are subject

to revisions for product improvements before

proceeding to the pilot phase.

The revised smash book was then trialled to ten

high school students of Class XI IPA. In the

experiment, the researcher distributed a

questionnaire containing 10 statements. The result of

the percentage obtained from the questionnaire can

be seen in Figure 8.

Figure 8: Percentage of smashbook’s feasibility from

student.

These statements are related to the display, the order

of presentation, the illustrations, the sheets provided

for writing the answers, the language used, the ability

to generate learning motivation and the opportunity

to discover the concept itself or the formula, and the

suitability of the smash book as a chemical learning

media.

Based on the data in Figure 8 can be seen that the

percentage of feasibility smash book by 80%

categorized as excellent and 20% good category.

This indicates that the smash book based guided

inquiry can be easily used by students as learning

media. There are 2 suggestions from the

experimental results, (1) the space provided for

writing the answer is not very broad, (2) the colors

used to decorate the smash book should use neutral

colors. The suggestion that has been obtained is used

as the material of the smash book revision before it is

used in the trial phase of usage.

The revised smash book is then tested to the user,

in this case is the grade XI student of SMA KORPRI

Banjarmasin. Trial usage is done in four meetings. In

learning using smash book based guided inquiry, the

teacher invites students to find their own concept or

formula in a creative and interesting way. Students

are guided to build their own knowledge through

data, images, examples and non-examples or

instructions contained in the smash book. Before

building their knowledge, students are invited to

recall the previous lesson material that became the

basis for studying the material of buffer solution. In

this way, in addition to the teacher can check the

mastery of students to a previous concept, teachers

can also help students connect the previous concept

with the concept to be studied. Such learning will be

easier for students to remember.

Learning media smash book based guided inquiry

not only presents learning facilities to students in

interesting forms and ways, but also trains students in

developing curiosity and enhances learning activities.

This is done by giving students a number of topics in

the form of questions relating to the material of the

buffer solution. Students are welcome to guess the

answer and then invited to prove the truth of the

answer. The curiosity that arises will increase

students' enthusiasm in learning the material given,

so that students will become active during the

learning. The more students are invited to validate

answers to the topics presented, the more accustomed

students will become to think critically.

Trial use of learning media smash book based

guided inquiry is done in four meetings. After the use

trial is done, the researcher distributes a response

questionnaire to the students. The questionnaire is

intended to find out the students' responses to

chemistry learning using smash book based guided

inquiry on buffer solution material. Questionnaire

responses consist of twelve positive statements to be

filled by students by giving score 1 if the student

does not agree with revelation and score 2 if the

student agrees with the statement. Statements on

related questionnaires on the following points: (1)

ease of students in studying buffer material using

learning media smash book based guided inquiry, (2)

learning motivation developed through the use of

learning media smash book based guided inquiry, (3)

learning motivation developed through the use of

learning media smash book based guided inquiry, (4)

the learning generated through the use of learning

media smash book based guided inquiry, (5) the

opportunity to interact with other students during the

learning process, (6) the opportunity to find their own

concepts or formulas (7) examples of problems and

exercises on smash book media in helping the

mastery of buffer material, (8) the opportunity to ask

during the learning process, (9) Instruction on

learning media smash book based guided inquiry in

facilitating the solving of the problem , (10) more

interesting learning using learning media smash book

based guided inquiry, (11) design of smash book

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based guided inquiry and (12) feasibility of smash

book based guided inquiry as a learning media of

buffer material. The result of the trial of the use of

smash book based on inquiry is guided by the

material of buffer solution through student response

questionnaire can be seen in Table 2.

Table 2: The percentage of students' responses to the

learning media smash book based guided inquiry.

Percentage (%) Category

68.2 Very good

22.7 Good

9.1 Enough

Data in Table 2 shows that the distribution of

student response data is divided into three categories

that is very good, good and enough. Based on the

responses submitted by the students in the trial class

of product usage, some of them at the beginning of

the meeting are still not accustomed to learning by

way of inductive because so far the ordinary

teachers invite students to learn in a deductive way.

But all students stated that the inbuilt based smash

book media is worthy to be used as a learning

medium for chemical buffer material. Overall, the

average student response to the learning of buffer

solution material using smash book based guided

inquiry as learning media is good.

4 CONCLUSIONS

Based on the results of the analysis and discussion, it

can be concluded that smash book based guided

inquiry on buffer material has been feasible to be

used as a learning media in terms of content,

presentation, language, and graphic.

ACKNOWLEDGEMENTS

Thanks to RISTEKDIKTI who has provided

research grants, headmasters and chemistry teachers,

all students at SMA KORPRI and SMA

Muhammadiyah 1 Banjarmasin, and all college

students who have helped this research.

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