Characteristics of a Guided Inquiry-Based Practicum Worksheet on Solubility Product via Metal Ion Precipitation
DOI:
https://doi.org/10.33394/hjkk.v14i5.21865Keywords:
Educational Design Research, Guided Inquiry, Solubility Product, Heavy-Metal Ion Precipitation, Chemistry PracticumAbstract
The solubility product (Ksp) is a chemistry topic that students may find difficult to relate to observable precipitation phenomena. This study describes the characteristics of a guided inquiry-based practicum worksheet on Ksp through heavy-metal ion precipitation in a contextualized contaminated-water simulation. The study employed Educational Design Research based on the Plomp and Nieveen model, comprising preliminary research, prototyping, and assessment. The study involved three chemistry teachers in the needs analysis, five validators, and 12 Grade XI students from one senior high school in Bandung selected for a limited trial. The worksheet was validated using a four-point Likert scale, while data were analyzed descriptively using percentage scores. The precipitation conditions were selected based on visually clear precipitate formation and practical suitability for a school laboratory. Validation results showed percentages of 91% for inquiry alignment, 88.9% for completeness, 85% for language, and 83.75% for layout. Implementation of the inquiry activities ranged from 89% to 100%, while student task responses ranged from 83% to 97%, with hypothesis generation obtaining the lowest score. Student responses ranged from 85% to 91%, and one teacher provided generally positive feedback. These findings provide preliminary evidence of the worksheet’s feasibility and implementability in a guided practicum setting. The study was limited by the small number of students, one teacher respondent, and the absence of a comparison group or learning-outcome measure; therefore, the findings do not establish learning effectiveness.
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