Guided-Inquiry E-Module for Critical Thinking in Reaction-Rate Learning
DOI:
https://doi.org/10.33394/hjkk.v14i4.22218Keywords:
e-Module, Guided Inquiry, Critical Thinking, Reaction RateAbstract
This study aimed to develop a guided-inquiry e-module for reaction-rate learning and determine its validity, practicality, and initial effectiveness in fostering critical-thinking skills. The 4D research-and-development model was employed, followed by a limited one-group pretest–posttest trial involving 19 eleventh-grade science students at SMAN 1 Labuapi. The product, response questionnaires, and four-item essay test were reviewed by two chemistry-education lecturers and one chemistry teacher. The novelty of the product lies in the explicit alignment of each guided-inquiry stage with the critical-thinking indicators of interpretation, analysis, evaluation, and inference. Validity was analyzed using Aiken’s V, inter-rater reliability using Percentage of Agreement, practicality using response percentages, and learning improvement using normalized gain. The e-module achieved a mean Aiken’s V of 0.89 and 89% reliability. The teacher and student questionnaires achieved Aiken’s V values of 0.93 and 0.89 and reliability values of 94% and 89%, respectively; the critical-thinking test achieved an Aiken’s V of 0.93 and 92% reliability. Practicality was rated at 91% by the teacher and 85% by students. The mean N-Gain of 0.59 indicated a moderate improvement. Therefore, the e-module was highly valid, highly practical, and demonstrated initial effectiveness in the limited trial.
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