EDUSAINS
Not a member yet
289 research outputs found
Sort by
ETHNO-STEM: DESIGN OF A CROSS-MAJOR COURSE WITH JAVANESE GAMELAN-THEMED
No full textIndonesia has a considerable diversity of local wisdom in the form of customs, arts, and culture that deserves to be preserved. Integrating local Javanese Gamelan wisdom and the STEM field in learning at the university level to support the Independent Study Campus Curricula is essential. This research aims to develop an Ethno-STEM course design that studies gamelan to preserve Javanese culture. This study chose Morrison & Kemp\u27s learning design development model, which includes nine main components. Based on the results of KKNI curriculum analysis, literature studies, and following the nine components of Morrison & Kemp’s model, the Ethno-STEM course design course is suitable for use in learning to support independent study. AbstrakIndonesia merupakan negara yang kaya akan keberagaman kearifan lokal berupa adat istiadat, seni maupun budaya yang patut untuk dilestarikan. Integrasi antara kearifan lokal Gamelan Jawa dengan bidang STEM dalam pembelajaran di tingkat perguruan tinggi dalam rangka mendukung Kurikulum Merdeka Belajar-Kampus Merdeka penting untuk dilakukan. Tujuan penelitian ini yaitu mengembangkan desain mata kuliah Ethno-STEM yang mengkaji mengenai gamelan dalam rangka melestarikan budaya Jawa. Model pengembangan desain pembelajaran Morrison & Kemp dipilih dalam penelitian ini yang mencakup 9 komponen utama. Desain mata kuliah Ethno-STEM yang telah dikembangkan terdiri dari dokumen diantaranya yaitu model rancangan matakuliah, Rencana Pembelajaran Semester (RPS), bentuk penyetaraan SKS, rekonstruksi pembelajaran, bahan ajar, video serta aplikasi android berbasis augmented reality. Berdasarkan hsil analisis Kurikilum KKNI, kajian literatur, dan mengikuti kesembilan komponen Model Morrison & Kemp, desain mata kuliah Ethno-STEM layak untuk digunakan dalam pembelajaran untuk mendukung merdeka belajar. How To Cite: Widiyawati, Y., Nurwahidah, I., Wahyuni, A. (2022). Ethno-Stem: Design of a Cross-Major Course with Javanese Gamelan-Themed. EDUSAINS, 14 (2) : 101-8
DEVELOPMENT OF SCIENTIFIC PROCESS-CREATIVE SKILLS (SP-CS) TEST ON LIGHT WAVE CONCEPT: CONTENT VALIDITY AND RASCH MODEL ANALYSIS
No full textMost creativity assessments are carried out in general fields, whereas creativity assessments in specific fields are rarely carried out. This study aims to develop a scientific creative skills test instrument that is integrated with a scientific process skills test instrument (SP-CS test) on the light waves concept. This study used the ADDIE procedure. The research procedure consists of five stages including analyzing, designing, developing, implementing, and evaluating. The initial draft of SP-CS test consisted of 21 multiple choice scientific process skills (SPS) questions and 15 open-ended scientific creative skills (SCS) questions. The results of the expert judgement were analyzed using the content validity index (CVI) and obtained a value of 0.75 (very suitable) for the SPS instrument and 0.60 (suitable) for the SCS instrument. After being revised based on the expert suggestions, the test instrument was tested on 33 students (20 girls,13 boys) aged 17-18 years. The trial data were analyzed using the Rasch Model to obtained item fit (validity), reliability, distinction level, and difficulty level. The results show that 19 of the 21 questions of SPS instrument have item validity and 14 of 15 questions of SCS instrument have item validity. Besides that, the item reliability of the SPS and SCS test instrument is 0.79 and 0.91, respectively. Meanwhile, the person reliability is 0.82 (SPS) and 0.91 (SCS). Therefore, the SP-CS test is valid and reliable so that it can be used to measure scientific process skills and scientific creative skills of students in further research.AbstrakAsesmen kreativitas banyak dilakukan dalam bidang yang umum, sedangkan asesmen kreativitas pada bidang yang spesifik masih jarang dilakukan. Penelitian ini bertujuan mengembangkan tes scientific creativity skills yang diintegrasikan dengan tes scientific process skills (SP-CS test) pada konsep gelombang cahaya. Penelitian ini menggunakan prosedur ADDIE. Prosedur penelitian terdiri dari lima tahap yaitu menganalisis, merancang, mengembangkan, mengimplementasikan, dan mengevaluasi. Draf awal tes SP-CS terdiri dari 21 soal pilihan ganda scientific process skills (SPS) dan 15 soal uraian scientific creative skills (SCS). Hasil penilaian ahli dianalisis menggunakan indeks validitas isi (CVI), diperoleh nilai 0,75 (sangat sesuai) untuk instrumen SPS dan 0,60 (sesuai) untuk instrumen SCS. Setelah direvisi berdasarkan saran ahli, instrumen tes diujicobakan pada 33 siswa (20 perempuan, 13 laki-laki) berusia 17-18 tahun. Hasil uji coba dianalisis menggunakan Model Rasch untuk memperoleh kecocokan butir (validitas), reliabilitas, daya pembeda, dan tingkat kesukaran. Hasil penelitian menunjukkan bahwa 19 dari 21 butir instrumen tes SPS dan 14 dari 15 butir instrumen tes SCS memiliki validitas item. Selain itu, reliabilitas butir soal instrumen tes SPS dan SCS berturut-turut adalah 0,79 dan 0,91. Sedangkan, reliabilitas responden sebesar 0,82 (SPS) dan 0,91 (SCS). Oleh karena itu, tes SP-CS ini valid dan reliabel sehingga dapat digunakan untuk mengukur keterampilan proses ilmiah dan keterampilan kreatif ilmiah siswa dalam penelitian selanjutnya.How To Cite: Athiyyah, R., Feranie, S., Ramalis, T.R. (2022). Development of Scientific Process-Creative Skills (SP-CS) Test on Light Wave Concept: Rasch Model Analysis. EDUSAINS, 14 (2) : 111-12
ANALYSIS OF PRIMARY SCHOOL SCIENCE TEACHERS\u27 PERCEPTIONS IN NORTH LAMPUNG ON SCIENCE LITERACY BASED ON EIGHT SCIENCE LITERACY INDICATORS
No full textOne of the main skills that are part of the basic skills of the 21st century is critical thinking skills which are part of science literacy. The teacher\u27s ability to educate their students determines the success of learning science literacy. This study aims to identify the science literacy perceptions of elementary school science teachers in North Lampung as a reference for developing science literacy learning in College. The data collection method is carried out by distributing website-based online questionnaires. The research subjects were elementary school science teachers in North Lampung. Data analysis was performed using the Rasch model to determine the level of reliability of respondents and item items and to determine the distribution of respondents\u27 answers. The results of this study show that the level of reliability of the respondents is very good, with a value of 0.92, and the reliability of the items is quite good, with a value of 0.79. Further analysis was carried out to see the perceptions of elementary school science teachers on science literacy. The results of the analysis revealed that the perceptions of elementary school science teachers regarding science literacy based on eight indicators obtained an average percentage of 54.6% and is in the middle category range. From the results of data analysis, the findings in this study are the lack of ethics in science among elementary school science teachers in North Lampung. How To Cite: Rohmani, Distrik, W., Herpratiwi, Maulita, D. (2022). Analysis of Primary School Science Teachers\u27 Perceptions in North Lampung on Science Literacy Based on Eight Science Literacy Indicators. EDUSAINS, 14 (2) : 162-174
VALIDATION OF ASSESSMENT INSTRUMENTS FOR INTEGRATED SCIENCE LEARNING ON THE ABILITY OF STUDENT USING RASCH MODEL
No full textThe Computerized Two Tier Multiple Choice (CTTMC) instrument has been created to mesure the bility of student in Integrated Science learning. This research was conducted to produce empirical evidence regarding the validity of the TTMC instrument using the Rasch Model analysis thorugh the Winstep program. A total of 283 junior high school students in the city of Surakarta were the research subjects. This assessment instrument consists of 20 questions. Statistical analysis was performed using the Rasch model. The results of the analysis show that in general, this assessment instrument can explain 40.7% of the variance that appears in each group of respondents. As many as 85% of the questions were declared fit and 15% of the questions still needed to be improved. Of the 283 participants, 13,4% had an ability misfit, 13,8% were included in the upper outlier, and 72,8% of the participants had an infit ability. Thus, that the assessment of Integrated Science SMP learning, in general, can be carried out using this instrument. How To Cite: Kristyasari, M.L., Yamtinah, S. (2022). Validation Of Assessment Instruments For Integrated Science Learning On The Ability Of Student Using Rasch Model. EDUSAINS, 14 (1) : 24-33
HUBUNGAN ANTARA DUKUNGAN SOSIAL GURU DAN PERILAKU HIDUP SEHAT DI SEKOLAH DASAR
No full textElementary school students\u27 healthy behavior in school is still facing problems. One of the indications is the presence of poisoning incidents at school. The role of teachers in elementary schools is very strategic in developing healthy behaviors for students in schools. One of the roles of the teacher is to provide social support to students. The purpose of this study is to determine the relationship between teacher social support and healthy behaviors in elementary school students. This research was conducted in two elementary schools around Ciputat Market, South Tangerang City, Banten Province. This research is a quantitative study using a survey method. The study population was made up of elementary school students. The sample for this research is high-grade students. A questionnaire in Google Forms format was used to collect data. The data analysis used was Spearman\u27s rho correlation. The finding of the study is that there is a relationship between the teachers’ social support in the students’ perception and the healthy behavior of elementary school students at school. The socio-ecological model describes the important role of the social environment in shaping behavior and shows its potential for behavior change. In this case, teacher social support plays a key role in influencing the outcomes of elementary students\u27 healthy behavior in schools. The conclusion that can be drawn from the findings is that in developing healthy behavior for elementary school students in schools, the teachers’ social support factor needs to be considered.AbstrakPerilaku hidup sehat siswa di sekolah dasar masih menjadi persoalan. Hal ini diindikasikan dengan ditemukan peristiwa keracunan di sekolah. Peran guru di SD sangat strategis dalam mengembangkan perilaku hidup sehat siswa di sekolah. Salah satu peran guru adalah memberikan dukungan sosial kepada siswanya. Penelitian ini bertujuan mengetahui hubungan antara dukungan sosial guru dan perilaku hidup sehat siswa SD di sekolah. Penelitian ini bertempat di dua SD sekitar Pasar Ciputat, Kota Tangerang Selatan, Provinsi Banten. Penelitian ini adalah penelitian kuantitatif dengan menggunakan metode survei. Populasi penelitian ini adalah siswa SD. Sampel penelitian ini adalah siswa kelas tinggi. Data dikumpulkan melalui kuesioner dalam format google form. Analisis data yang digunakan adalah korelasi Spearman’s rho. Temuan penelitian adalah terdapat hubungan antara dukungan sosial guru menurut persepsi siswa dan perilaku hidup sehat siswa SD di sekolah. Model sosial-ekologi menjelaskan peran penting lingkungan sosial dalam membentuk perilaku dan menunjukkan potensi untuk terjadinya perubahan perilaku. Dalam hal ini, dukungan sosial guru memainkan peran kunci dalam mempengaruhi perilaku hidup sehat siswa SD di sekolah. Kesimpulan yang dapat ditarik dari hasil temuan adalah bahwa dalam mengembangkan perilaku hidup sehat siswa SD di sekolah, faktor dukungan sosial guru perlu dipertimbangkan
DUAL SITUATED LEARNING MODEL AS REMEDIAL TEACHING TO ACID-BASE MISCONCEPTIONS
No full textThe research aimed to determine whether or not there is an acid-base misconception using a three-tier multiple choice and the effectiveness of using DSLM in reducing these misconceptions. The research design is descriptive qualitative research with a case study approach. The sampling technique used purposive sampling so that the sample is a student of class XI MIPA 1 and XI MIPA 5. The data collection technique was through three-tier multiple-choice, learning with DSLM, and interviews. After the first TTMC test, the researcher conducted remedial teaching with DSLM to improve the acid-base misconception. The results of the research showed that as many as 29 of 61 students had misconceptions about different sub-concepts. Most of the students had misconceptions about such characteristics of acid-base solutions, acid-base theories, pH concepts, the strength of acids and bases, the electrolytes of acid and base solutions, and neutralization reactions. After the researcher did DSLM learning, there was a decrease in misconceptions from 48.14% to 27.02% (low-misconceptions category). It shows that DSLM can be enough effective strategy to reduce student misconceptions.AbstrakPenelitian ini bertujuan untuk mengetahui ada atau tidaknya miskonsepsi asam basa menggunakan three-tier multiple choice dan efektivitas penggunaan DSLM dalam mereduksi miskonsepsi tersebut. Desain penelitian merupakan penelitian kualitatif deskriptif dengan pendekatan studi kasus. Pengambilan sampel menggunakan teknik purposive sampling sehingga didapat siswa kelas XI MIPA 1 dan MIPA 5. Teknik pengumpulan data melalui hasil three-tier multiple choice, pembelajaran DSLM dan wawancara. Setelah uji TTMC pertama, dilakukan remedial teaching dengan DSLM untuk memperbaiki konsep asam basa yang menjadi miskonsepsi. Hasil penelitian menunjukkan sebanyak 29 dari 61 siswa mengalami miskonsepsi pada sub konsep yang berbeda-beda. Sub konsep tersebut ialah karakteristik larutan asam basa, teori asam basa, kekuatan asam dan basa, derajat keasaman (pH), keelektrolitan larutan asam dan basa, serta reaksi netralisasi. Setelah melakukan pembelajaran DSLM, terjadi penurunan miskonsepsi dari 48,14% menjadi 27,02% (kategori miskonsepsi rendah). Hal ini menunjukkan bahwa DSLM dapat menjadi strategi yang cukup efektif dalam mereduksi miskonsepsi siswa.How To Cite: Yuliyanti, M., Saputro, S., Ashadi. (2022). Dual Situated Learning Model as Remedial Teaching to Acid-Base Misconceptions. EDUSAINS, 14 (2) : 174-18
IMPLICATION OF MINI PROJECT ORGANIC CHEMISTRY EXPERIMENTS FOR IMPROVING ORGANIC CHEMISTRY CONCEPT
No full textIMPLICATION OF MINI PROJECT ORGANIC CHEMISTRY EXPERIMENTS FOR IMPROVING ORGANIC CHEMISTRY CONCEPTAbstractOrganic Chemistry Practice is one of the courses in the chemical education department that must be taken by pre-service teacher of chemistry, still lack of mastery of students on organic chemistry concepts, requiring lecturers to be able to design the experiment in such a way so as to increase mastery of the concept of organic chemistry students in Organic Chemistry Practice. This study aims to apply the mini project model to the Organic Chemistry Practice so that it is expected to increase students\u27 mastery of concepts in organic chemistry. The research was conducted using quantitative methods, its measuring conceptual change from the students from N-gain score. The results showed that there was an increase in students\u27 mastery of concepts based on the% N-gain obtained. The majority of students are at a high criterion with% N-Gain> 70. The t test shows the significance of the implementation of the mini project model to increase students\u27 mastery of concept concepts.AbstrakRendahnya penguasaan mahasiswa terhadap konsep-konsep kimia organik, menuntut pengajar untuk dapat mendesain praktikum sedemikian rupa, sehingga dapat meningkatkan penguasaan konsep kimia organik mahasiswa pada Praktikum Kimia Organik. Penelitian ini bertujuan untuk menerapkan model mini project pada Praktikum Kimia Organik sehingga diharapkan dapat meningkatkan penguasaan konsep mahasiswa pada materi kimia organik. Penelitian dilakukan dengan metode kuantitatif, yakni mengukur hasil tes penguasaan konsep mahasiswa. Hasil penelitian menunjukkan bahwa terjadi peningkatan penguasaan konsep mahasiswa berdasarkan hasil %N-Gain yang diperoleh. Mayoritas mahasiswa berada pada kriteria tinggi dengan %N-Gain > dari 70. Uji t menunjukkan signifikansi pelaksanaan model mini project terhadap peningkatan penguasaan konsep mahasiswa
GENDER DIFFERENCES IN THE RELATIONSHIP BETWEEN ANXIETY, SELF-EFFICACY AND STUDENTS LEARNING OUTCOMES ON CHEMISTRY SUBJECT
No full textPERBEDAAN GENDER DALAM HUBUNGAN ANTARA KECEMASAN, EFIKASI DIRI DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN KIMIAAbstractLearning outcomes of male and female students have different results. Psychological factors in chemistry subjects including anxiety and self-efficacy as factors related to each other. The purpose of this study was to determine the relationship of anxiety and self-efficacy of the chemistry learning outcomes of class X science students related to gender in two public high schools in South Tangerang city for the academic year of 2017/2018. This is a correlational study using a quantitative approach. The population in this study involved 300 students selected through a purposive sampling method which resulted in 161 students relevant to this study including 87 females and 74 males students. The instruments used in the study were anxiety questionnaires and self-efficacy questionnaires with 30 items on each questionnaire, and also for collecting learning outcomes data middle test scores. The results showed the value of sig. 0,00 <α (0,025) which of H0 is rejected and H1 is accepted. The coefficient of determination (R2) shows the percentage contribution of influence on male 26.11% and female 37.08% which can be concluded that there is a relationship between anxiety and self-efficacy towards learning outcomes of chemistry male students have a smaller contribution than female students. Replication of the study in different science disciplines and comparing science and non-science majors are also recommended.AbstrakHasil belajar siswa laki-laki dan siswa perempuan mempunyai perbedaan capaian hasil akhir. Pada pelajaran kimia faktor psikologi meliputi kecemasan dan self-efficacy menjadi faktor yang berhubungan satu dengan yang lain. Tujuan penelitian ini untuk mengetahui hubungan kecemasan dan self-efficacy terhadap hasil belajar kimia siswa kelas X IPA berkaitan dengan perbedaan gender pada dua sekolah Sekolah Menengah Atas Negeri di Tangerang Selatan tahun ajaran 2017/2018. Penelitian ini merupakan penelitian korelasional dengan pendekatan kuantitatif. Populasi berjumlah 300 siswa dengan penarikan sampel purposive sampling sejumlah 161 siswa meliputi 87 siswa perempuan dan 74 siswa laki-laki. Instrumen yang digunakan berupa angket kecemasan dan self-efficacy sejumlah 30 butir pernyataan pada masing-masing angket serta data hasil belajar berupa nilai Ujian Tengah Semester. Hasil penelitian menunjukkan nilai sig. 0,00 < α (0,025) dimana H0 ditolak dan H1 diterima. Koefisien determinasi (R2) menunjukkan presentase kontribusi pada hubungan yang disumbangan secara simultan pada siswa laki-laki lebih kecil sebesar 26,11% dari siswa perempuan sebesar 37,08% sehingga secara keseluruhan dapat disimpulkan bahwa hubungan antara kecemasan dan self-efficacy terhadap hasil belajar kimia pada siswa laki-laki mempunyai sumbangan lebih kecil dari siswa perempuan dengan capaian hasil belajar yang lebih tinggi. Replikasi studi dalam disiplin ilmu yang berbeda dan membandingkan jurusan sains dan non-sains juga dianjurkan
AN ANALYSIS OF CHEMISTRY HIGH SCHOOL END-OF-YEAR EXAMS ACCORDING TO BLOOM’S COGNITIVE COMPLEXITY
No full textANALISIS UJIAN AKHIR KIMIA BERDASARKAN KOMPLEKSITASKOGNITIF TAKSONOMI BLOOMAbstractSchool exams has been used by teachers to determine the success of students’ learning. This research is aimed to determine the extent of students learning through an analysis of end-of-year exam items based on Bloom’s cognitive complexity. The exam instruments are gathered from chemistry teachers of 5 public schools, consisting of in total 190 5-multiple-choice items. Qualitative approach and theory-driven content analysis method using Bloom’s revised taxonomy of cognitive complexity were employed in the research. The result of this research showed that the majority of items (82.7%) determined students learning lower order cognitive skills (remember, understand, and apply). Skill of the analysis is the only higher order cognitive skill that has been found in the exam questions (17.3%). With regards to knowledge dimension, it was found that conceptual knowledge weighed the most among other dimensions (54.7%). It is interesting to see, however, that, the highest procedural knowledge was seen in the application skills (27.9%). This research suggests that chemistry teachers need to carefully determine exam questions according to the cognitive complexity in order to ensure the extent of students learning. For curriculum developer, this research can be used to consider the depth of students’ learning outcomes as they serve as the foundation for exam development. Further research can be done to determine the gap between the exams and the expected learning outcomes. This will be beneficial to understand the extent to which schools can go higher than the minimun learning outcomes determined by the government.AbstrakUjian sekolah telah digunakan oleh guru untuk menentukan keberhasilan belajar siswa. Penelitian ini bertujuan untuk mengetahui sejauh mana siswa belajar kimia melalui analisis materi ujian akhir sekolah berdasarkan kompleksitas kognitif Bloom. Instrumen ujian dikumpulkan dari 5 sekolah umum, yang terdiri dari 190 item soal pilihan ganda. Pendekatan kualitatif dan metode analisis isi yang digerakkan oleh teori menggunakan taksonomi kompleksitas kognitif Bloom yang telah direvisi digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa sebagian besar soal (82,7%) merupakan soal-soal dengan tingkat kognitif rendah (mengingat, memahami, dan menerapkan). Keterampilan analisis adalah satu-satunya keterampilan kognitif tingkat tinggi yang ditemukan dalam soal-soal ujian (17,3%). Untuk dimensi pengetahuan, ditemukan bahwa pengetahuan konseptual paling banyak di antara dimensi lainnya (54,7%). Menarik untuk dilihat, bagaimanapun, bahwa pengetahuan prosedural tertinggi terlihat pada keterampilan aplikasi (27,9%). Penelitian ini menyarankan guru untuk mempertimbangkan kompleksitas kognitif untuk memastikan sejauh mana siswa belajar
PENGEMBANGAN MODUL IPA BERBASIS INQUIRY LESSON PADA MATERI USAHA DAN PESAWAT SEDERHANA UNTUK MENINGKATKAN KREATIVITAS ILMIAH SISWA
No full textTHE DEVELOPMENT OF INQUIRY LESSON-BASED SCIENCE MODULE IN WORK AND SIMPLE MACHINE MATERIAL TO IMPROVE STUDENTS’ SCIENTIFIC CREATIVITY AbstractThis research aimed to: 1) develop inquiry lesson-based science modules to improve student’s scientific creativity, 2) determine the feasibility of an inquiry lesson-based science module and 3) find out the effectiveness of inquiry lesson-based science modules to improve students’ scientific creativity. The science module material developed is work and simple machines. The module learning steps are arranged according to the inquiry lesson syntax and students’ scientific creativity indicators. The type of research is research and development (RnD) used Borg and Gall procedure that modified into 9 stages: 1) research and information collection, 2) planning, 3) initial product development, 4) initial field trial, 5) initial product revisions, 6) small-scale trial, 7) second product revisions, 8) operational field trial and 9) final product revisions. Characteristics of the module analyzed using descriptive analysis, module feasibility analyzed based on criteria scores and the module effectiveness analyzed using N-gain score. The result showed that: 1) inquiry lesson-based module has been successfully developed with characteristics according to the inquiry lesson models to improve students’ scientific creativity, 2) inquiry lesson-based module was very feasible used in learning process, 3) inquiry lesson-based module was effective in improving students’ scientific creativity with N-gain score of 0,55.AbstrakPenelitian ini bertujuan untuk: 1) mengembangkan modul IPA berbasis inquiry lesson untuk meningkatkan kreativitas ilmiah siswa, 2) mengetahui kelayakan modul IPA berbasis inquiry lesson, 3) mengetahui keefektifan modul IPA berbasis inquiry lesson untuk meningkatkan kreativitas ilmiah siswa. Modul yang dikembangkan yaitu materi Usaha dan Pesawat. Langkah-langkah pembelajaran pada modul disusun sesuai sintak inquiry lesson dan diintegrasikan dengan indikator kreativitas ilmiah siswa. Jenis penelitian yang digunakan yaitu penelitian dan pengembangan (RnD) menggunakan model pengembangan Borg and Gall yang dimodifikasi menjadi 9 tahap meliputi: 1) penelitian pendahuluan dan pengumpulan informasi, 2) perencanaan, 3) pengembangan produk awal, 4) uji coba awal, 5) revisi produk awal, 6) uji coba terbatas, 7) revisi produk kedua, 8) uji coba lapangan operasional, 9) revisi produk akhir. Analisis data yang digunakan adalah analisis deskriptif untuk mendeskripsikan karakteristik modul, analisis kelayakan modul berdasarkan skor kriteria, analisis keefektifan modul untuk meningkatkan kreativitas ilmiah siswa berdasarkan skor N-gain. Hasil penelitian menunjukkan bahwa: 1) modul IPA pada materi usaha dan pesawat sederhana telah berhasil dikembangkan dengan karakteristik sesuai model inquiry lesson untuk meningkatkan kreativitas ilmiah siswa, 2) modul IPA berbasis inquiry lesson sangat layak digunakan dalam pembelajaran, 3) modul IPA berbasis inquiry lesson efektif meningkatkan kreativitas ilmiah siswa dengan skor N-gain sebesar 0,55.