Development of Socio-Scientific Issue-Based Comic Teaching Materials with Guided Inquiry Model in Earth Disaster Response Materials to Increase Students' Interest and Achievement in Science Learning
Ratna Lestari, Tjipto Haryono,
Erman Erman
Departement
of Science Education, Faculty of Science and Mathematics, Surabaya State
University, Indonesia
Email:ratnalestari16070795040@mhs.unesa.ac.id
Abstract
This research aimed to produce
science comics products of earth disaster response, describe the validity,
practicality and effectiveness of comic learning tools based on socioscientific
issues in guided inquiry learning to increase interest and learning achievement
in Natural Sciences. It used to facilitate students learning in classrooms which
mostly have a visual learning style. This
research developed using a 4-D model and designed using the one-group
pretest-posttest design. The research subjects were 120 Grade VII students of
SMP. The instruments used include validation sheets, the implementation of
learning, student activities, student responses in the form of modality and
interest questionnaires, attitude assessment sheets, and written tests. The
data analysed descriptively and quantitatively. The results showed that students' interest and
learning achievement on earth disaster response material had increased in all
classes because of the use of socioscientific issue comic teaching materials
that helped optimise the process of guided inquiry learning.
The stage of
guided inquiry also requires students to read a lot and discuss
social-scientific issues in comics. Statistical tests showed that interest in
learning affects increasing student learning achievement in Classes VII-B,
VII-C, and VII-E because most students have visual learning modalities. But it did not have much impact on grades
VII-A and VII-D, which are modality levels visual learning is still relatively
low. It influenced by the experience, capacity, intensity of knowledge, and time
management of students in education. So, great interest tends towards senior
learning achievement as well, but not all show the influence of attention on
it. Student responses were positive. The conclusion is that socioscientific
issue-based comic teaching materials in guided inquiry learning appropriate
used to increase students' interest and achievements in Natural Sciences.
Keywords : Comic;
SSI, Guided Inquiry; Interest in Learning Natural Sciences, Learning
Achievement