View of Development of Guided Inquiry-Based Student Worksheets for 21st Century Skills

Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol.3, No.4 Desember 2023 e-ISSN: 2962-4037; p-ISSN: 2962-4452, Hal 70-85 DOI: https://doi.org/10.55606/khatulistiwa.v3i4.2265

Received Agustus 20, 2023; Revised September 03, 2023; Accepted Oktober 18, 2023

* Jufiani Ulfa, jufianiulfa@gmail.com

Development of Guided Inquiry-Based Student Worksheets for 21st Century Skills

Jufiani Ulfa

Physics Education Postgraduate Study Program, Faculty of Mathematics And Natural Sciences, Padang State University

Korespondensi penulis: jufianiulfa@gmail.com Media Roza

Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Imam Bonjol Padang, Indonesia

Abstract. Education is carried out consciously and in a planned manner to create an environment and learning process so that students actively develop their potential, forming personality, intelligence, independence and the necessary skills. The skills in question are 21st century skills. This research aims to develop a student spreadsheet, using the Google Forms application, junior high school students' 21st century science skills. In this research, a student spreadsheet prototype was designed using the Plomp model. In this research, an evaluation was carried out to ensure the prototype had been validated. Based on the results of data analysis, it shows that LKPD has a positive impact on students' 21st century skills, helping them teach 21st century skills well.

Keywords: Guided Inquiry, Worksheets, 21ST Centruty Skills

Abstrak. Pendidikan dilaksanakan secara sadar dan terencana untuk menciptakan lingkungan dan proses pembelajaran agar peserta didik aktif mengembangkan potensinya, membentuk kepribadian, kecerdasan, kemandirian, dan keterampilan yang diperlukan. Keterampilan yang dimaksud adalah keterampilan abad 21. Penelitian ini bertujuan untuk mengembangkan spreadsheet siswa, dengan menggunakan aplikasi Google Forms, keterampilan sains abad 21 siswa SMP. Pada penelitian ini dirancang prototype spreadsheet siswa dengan menggunakan model Plomp. Pada penelitian ini dilakukan evaluasi untuk memastikan prototipe telah tervalidasi. Berdasarkan hasil analisis data menunjukkan bahwa LKPD memberikan dampak positif terhadap keterampilan abad 21 siswa, membantu mereka mengajarkan keterampilan abad 21 dengan baik.

Kata kunci: Inquiry terbimbing, Lembar Kerja Peserta Didik, Keterampilan Abad 21

LATAR BELAKANG

Education aims to develop capacity and form a national identity that embodies and is civilized to make national life intelligent (Aswirna, 2018). Education plays an important role in creating superior and competitive human resources (Ulfa, et al. 2018).

The advanced and modern era of globalization requires relevant and quality education because the progress of a country requires quality human resources (Istiyono et al., 2014).

Indonesia is a country rich in resources, especially human resources who are struggling in the world of education. Indonesian education must be able to educate the nation's next generation with comprehensive skills, including knowledge, attitudes and skills (Pratiwi

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et al., 2017). Increase awareness of the importance of preparing a flexible, creative, critical and proactive Millennial generation. Increased awareness of the need to train the younger generation to think critically and creatively. First, according to Richard Paul, one of the leading figures in the field, critical thinking involves asking and answering analytical questions, synthesizing, listening, and drawing logistical conclusions based on observations and information (Grosser & Lombard, 2008). Educating students to think critically is an important concern for educators (Velde et al., 2006). Critical thinking is a type of cognitive ability so it has several characteristics that are similar to cognitive skills (Heo et al., 2011).

Students are encouraged to develop critical thinking skills by gaining a deep understanding of concepts and principles when studying complex topics (Kong, 2015).

Students' critical thinking skills are assessed by asking them to recommend solutions related to problems posed or designed using each component of critical thinking (Martinez-Medina et al., 2016). Critical thinking skills are developed through the disciplined use of language to ask questions that help students develop a clearer understanding of course content and themselves (Wallace & Jefferson, 2015). In everyday life, critical thinking is often used to make good decisions, form reasoned opinions, overcome individualistic claims and tendencies, and defend reasonable conclusions or arguments about what should be done and what is considered right (Vong & Kaewurai, 2017). The creative impulse of Islam expanded its influence. By making problem-solving decisions, students are encouraged to think more creatively than existing habits so that they can generate new ideas and solutions in the learning process (Huber & Kuncel, 2016).

The creative thinking process involves the ability to generate unique ideas and understand new and unexpected relationships (Naimie et al., 2010). Creative thinking involves putting thoughts and feelings on paper by recreating information, concepts, events and sounds contained in memories, images, smells, feelings and dreams, then connecting these components together (Senel et al., 2019). In addition to creativity, we know that asking questions, solving problems, connecting information with personal and unique ideas, and communicating results all help students learn (Eragamreddy, 2013).

According to the Indonesia Skills Report, communication and work team (collaboration)

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skills are considered the most important skills in the world of work (Sari et al., 2017), as well as in learning and practice in work schools.

The role of educators is very important in helping to develop 21st century skills in students, both through learning, the learning models used, questions asked by students, and tasks given by educators that must be completed by students. The development of technology and science aims to create human resources capable of mastering 21st century skills (Fahmi et al., 2021). Apart from that, learning in the classroom also requires physical facilities and supporting infrastructure in the form of learning devices. The availability of learning devices is one of the factors that can support the learning process and improve the quality of education (Aswirna, 2012a).

Learning tools will help educators easily convey learning material as a learning resource (Budiarti & Haryanto, 2016). One of the learning tools or teaching materials that will be used in this research is the Student Worksheet (LKPD). The use of LKPD will provide students with the opportunity to actively participate in the learning process and provide every opportunity to demonstrate their abilities by developing their thinking processes (Rahmi & Wati, 2014). Meanwhile, many students are still passive in the learning process and therefore have not developed 21st century skills. The first step in training 21st century skills with LKPD through this research requires a certain learning model so that you can know the steps that must be taken to train 21st century skills. poor skills effectively and accurately. The learning model that will be applied is guided inquiry.

Investigations can be carried out using inquiry-based learning. Thinking skills in 21st century learning can be taught through inquiry activities (Aswirna, 2018). Meanwhile, during the Covid-19 pandemic, students were only allowed to take part in bold and offline learning. The impact of Covid-19 on the teaching and learning process is very real, as evidenced by the fact that learning that should be done face-to-face means that it can now only be done in full autonomy. Students who carry out indirect learning in the form of online learning are considered quite appropriate to the current situation (Handarini &

Wulandari, 2020).

The impact of Covid-19 on the teaching and learning process is very real, as evidenced by the fact that learning that should be done face-to-face means that it can now only be done in full autonomy. Students who carry out indirect learning in the form of online learning are considered quite appropriate to the current situation (Handarini &

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Wulandari, 2020). The dare learning trend has occurred almost all over the world during the Covid-19 pandemic. To achieve this, one of the learning tools or teaching materials developed is Student Worksheets (LKPD) using Google Forms which supports learning development strategies based on teaching on demand teaching. LKPD in learning that is oriented to different learning models can improve several aspects of student abilities and learning activities in class. However, the problem observed so far is that the LKPD used so far is not designed to help students find and implement their own ideas. LKPD only has general questions and practice material, there are no activities that students can do while studying. Apart from that, LKPD is used in a targeted manner but is rarely used.

METODE PENELITIAN

The research method used is the Research and Development (R&D) method using the Plomp model which consists of three stages. In this study, the research procedure was carried out based on the procedure developed by Plomp & Nieeven which consisted of three steps. Always displayed in the following feeds:

Figure 2

a. Preliminary phase

At this stage, a needs analysis is carried out to find out what needs are needed to overcome the problems faced during the learning process. This analysis was carried out by interviewing teachers and students. A literature review was conducted to find the theoretical basis underlying guided inquiry-based worksheets for 21st century skills.

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Document analysis steps include curriculum analysis, media analysis, document analysis, and concept analysis.

b. Development Results or Prototype

This step is a continuation of the initial step in creating a guided requirements- based LKPD prototype. The Steps taken include three stages, namely designing a prototype, carrying out an evaluation process, and modifying the prototype.

c. Assessment phase

The aim of this step is to conduct an in-depth study of the LKPD prototype by testing the practicality and effectiveness of the LKPD prototype based on the guided requirements. The level of practicality can be assessed by answering physics teacher practice questions and student practice questions. Data collection tools in this research were carried out using several techniques, as presented in Table 1 below.

Table 1. Data Collection Instruments No Criteria Instrument

1 Valid a. Validity instrument validation sheet b. Practicality instrument validation sheet c. Effecyiveness instrument validation sheet 2 Practical a. Educator practicality questionnaire

b. Student practicality questionnaire 3 Effectiveness

a. Test question b. Observartion sheet

In data collection tools, two types of data used in this research are quantitative data and qualitative data. Quantitative data was collected from the results of testing questionnaire tools, the practicality and effectiveness of the questionnaire. Meanwhile, qualitative data was taken from the opinions and suggestions of documentation, communication and language experts as well as educators and students. The data collected will be analyzed using a Likert scale technique, with the positive category having the highest weight.

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After collecting research data based on research objectives and procedures, namely creating question-based Student Learning Worksheets (LKPD) using the Google Form for Student Skills application on a 21st century table computer during the Covid- 19 pandemic, valid, practical and effective. use of the Plimp development method.

Through the development stages, namely the preliminary research stage, the development or prototype stage (prototype development stage) and the evaluation stage, research results are obtained in the form of biological development members (LKPD). ) based on the instructions for using the Google Form application. 21st century skills during the Covid-19 pandemic for Class VII SMPN 24 Padang are as follows:

Figure 2. Cover appearance on Google Form

Figure 2 shows the initial appearance of a guided inquiry-based LKPD using the Google Form application on 21st century skills during the Covid-19 pandemic.

a. Validity test

Validity test data was obtained from filling out material validity questionnaires, language validity questionnaires and media validity questionnaires. All statements can be seen in Figure 2 below:

e-ISSN: 2962-4037; p-ISSN: 2962-4452, Hal 70-85 1. Test the validity of language, materials and media

Figure 3. Graphic of validity test results for material, language and media data

Figure 3 shows the results of LKPD data analysis based on a guided query developed with a very valid classification. According to research (Rifdatur et al., 2014), LKPD can provide opportunities for students to actively participate in the learning process and provide every opportunity for students to demonstrate their abilities by developing thinking processes. The assessor's assessment of the subject content is presented systematically so as to help students more easily understand the subject content.

This shows that the material in the LKPD is aligned with the curriculum and focuses on the acquisition of basic skills, basic skills and learning indicators. Based on content suitability indicators, this is expressed in the completeness, breadth of documentation, and completeness of LKPD components.

Validation was carried out by the Professor of Physics at UIN Imam Bonjol Padang, Mr. Zulpadrianto, M.Si, who gave a result of 88.8 in the very valid category. The media assessor's assessment of the LKPD is that the images are presented clearly and in a variety of colors so that they help students easily understand the content being studied.

Aspects of media suitability include concept consistency, cover appearance, font type, text layout, images, as well as a combination of media value and suitability by the LKPD expert resource in the field of environmental contamination and global marketing, namely Mrs. Zulvia Trinova, who achieved validation of the media results. with an average score of 88.5 in the very valid category. This shows that the shape, size of the writing and design of the LKPD are all good. The language validator assessment used by the LKPD is in accordance with PUEBI. The language used by LKPD is communication language. The sentences used do not invite multiple interpretations. The language used in the LKPD is

88%

89%

90%

Percentage

Validity Assessment

Validator

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easy to understand. The punctuation used in the LKPD is correct. Confirming the language skills of a language teacher, Mr. Abdul Basit. The appropriate results obtained at the 90% level are considered very valid. This shows that writing in LKPD language meets the rules of good and correct Indonesian grammar.

b. Practicality Test

There are 2 teachers and 25 students in the science teacher practicality test at SMPN 24 Padang with practicality values which can be depicted in a graph which can be seen as follows:

Figure 4. Practicality by Educators and students

Figure 4 shows that the student assignment (LKPD) is based on guided inquiry using the Google Forms application for 21st century skills about environmental pollution and global warming in which the person verifies the validity of the statement and then carries out the actual test. The term practicality in the Big Indonesian Dictionary means something practical that aims to make it easy and simple to use. All tools have been validated and commented on by experts and then revised. The results of the revision are then tested with a practicality test to find out whether it is easy or practical, namely whether it can help students understand the material better and make it easy to follow the discussion. The practical exam was carried out by distributing questionnaires to 2 science teachers, namely Mr. Hanafi and Mrs. Ezi and 25 students of class VII F SMPN 24 Padang. Based on the results of the training questionnaire analysis conducted by 2 educators, the average training score achieved was 80 in the training category. The practical assessment carried out by 25 students obtained an average score of 77.86% in the practical category and a second average score of 78.93% in the practical category.

This shows that the guided question-based LKPD using the 21st Century Skills Google Form application is used in practice by teachers and students in the classroom.

75%

80%

Teacher Students

Percentage

Practical assesment

Practical Assesment

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a. Effectiveness Test

The results of the effectiveness test are carried out after the LKPD is declared by a professional validation expert as practical educational material. Test the effectiveness used to ignite 21st century student skills using the developed guided inquiry-based LKPD.

Its effectiveness can be seen through a series of multiple choice questions which include 10 questions about environmental pollution and 10 questions about global warming to generate students' critical thinking and creativity. Meanwhile, observation sheets are used to see students' collaboration and communication skills. The average value can be seen in the image below:

Effectiveness can be understood as the success of students' actions to achieve certain goals that can bring optimal learning results. The effectiveness of the learning process depends on the roadmap, technical efforts, and strategies used to achieve goals optimally, accurately, and quickly. Analysis of the effectiveness of LKPD based on 21st Century Instructional Skills Questions which were tested on 25 Class VII F students of SMPN 24 Padang obtained test question results with an average score of 82.5%. The effectiveness of the worksheet for class VII F students at SMPN 24 Padang can be seen through the actions taken following the guided inquiry steps. Analysis of the effectiveness of guided inquiry-based LKPD was carried out to measure students' abilities in 21st century skills. The overall score obtained had an average percentage value of 81 which was included in the very effective category.

79%80%

81%82%

83%84%

85%

Pencemaran Lingkungan

Pemanasan Global

Percentage

Test Questions

Students

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Table 2. Preliminary Research Stage

Needs analysis Literature analysis At this stage, researchers collect and

analyze information and identify problems related to the use of educational materials. Researchers have conducted interviews with 2 science educators named Mrs. Ezy and Mr. Hanafi at SMPN 24 Padang.

Interviews were conducted with class VII educators at SMPN 24 Padang and interviews with students

This analysis was carried out to find the concept or theoretical basis underlying the guided inquiry-based LKPD using the Google Forms for 21st Century Skills application.

Table 2 presents the results of the initial stages, especially needs analysis (educators and students) and document analysis during the development of guided question-based LKPD using the 21st Century Skills Google Form application. Analyzing needs is the first step that must be taken. outside. This analysis aims to highlight and explore the main problems encountered in learning so that it is necessary to develop learning media. Needs analysis was carried out through interviews with educators and students. The second step is a literature review, namely an effort to examine theories and research findings that are relevant to the research being conducted.

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Table 3. Prototype Development Stage

Designing a Prototype Formative evaluation Prototype Revision 1) Designing LKPD based

on guided inquiry towards 21st century skills.

2) Development of LKPD based on guided inquiry

The aim of this step is to create a guided application- based LKPD using the Google Forms application.

Supporting the LKPD include 3 lecturers at UIN Imam Bonjol Padang, including 1 material expert, 1 communications expert.

Product modifications are made based on validator input and suggestions during formative evaluation.

Table 3 shows the steps for developing a prototype, especially the steps taken by document, media and language validators to develop LKPD based on guided requirements by modifying LKPD improvements based on guided requirements. At this development stage the aim is to create a guided question-based worksheet using the 21st Century Skills Google Form application.

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Practical Assessment and Effectiveness Assessment

The effectiveness of guided Inquiry-based LKPD using the Google Form application on 21st century skills using questionnaires for practicality, test questions and observation sheets for effectiveness.

Table 4 is an evaluation step which aims to clearly see the practicality and effectiveness of the LKPD built and refined by educators and students. This step aims to test the practicality and effectiveness of the LKPD II prototype based on the guideline requirements. The level of practicality was assessed using a questionnaire assessed by 2 science teachers and a practicality questionnaire assessed by students. Its effectiveness is manifested in the test questions completed by students and in the observation sheets completed by researchers. Each step is aimed at creating a valid, practical and effective product.

Development of guided inquiry-based LKPD for science subjects in junior high schools based on student needs. The subject matter that must be mastered is environmental pollution and global warming in the development of guided inquiry-based LKPD using Google Form. In this development, researchers developed a guided inquiry- based LKPD to measure students' 21st century skills. The purpose of developing this

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LKPD is because looking at the problems that researchers found that the LKPD used has not been designed for students to find and apply their own ideas, besides that the LKPD used does not yet provide 21st century skills so it does not encourage students to be active in learning and the LKPD used It is based on guided inquiry but is very rarely used and is still printed.

From the problems found, the researcher provided a solution by creating a guided inquiry-based worksheet on 21st century skills, so that later this worksheet can help educators to overcome the problems encountered and can support students' 21st century skills and for students to like science learning because it is accompanied by projects. . LKPD accompanied by a guided inquiry learning model can influence students' 21st century skills.

This research is in accordance with the opinion of Namthip, et. Al that 21st century skills are compatible with using the model (Ongardwanich et al., 2015). The student- centered model makes students active in the learning environment, namely inquiry (Duran et al., 2016). This model is used in student worksheets (LKPD). Worksheets consist of individual activities that students will carry out when studying a topic that allows students to be responsible for their own learning with the process steps provided regarding the activities (Töman et al., 2013). So with careful planning, the needs of all students can be met in science classes. Worksheets activate students more and usually increase success (Aswirna, 2012b).

KESIMPULAN DAN SARAN

Based on the results of the development and discussion that has been carried out in this research, a guided inquiry-based LKPD using the Google Form application on 21st century skills in terms of validity, practicality and effectiveness can now be used. LKPD can facilitate guided inquiry-based learning so that it positively influences the learning

process. Students are able to show their activeness during the learning process.

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Alhamdulillah, the author would like to praise the presence of Allah SWT for His abundance of mercy and grace so that this research can be completed. The author also does not forget to convey greetings and blessings to the Great Prophet Muhammad SAW who has brought Muslims to the path that is blessed by Allah SWT. Thank you very much to the science teacher at SMPN 24 who has helped a lot with this research so that this research can be completed.

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