Effectiveness of chemical equilibrium module based guided inquiry integrated experiments on science process skills high school students

Abstract

The improvement of senior high school students skill in finding the concept by using module based on guided inquiry integrated experimental activities in the classroom was investigated. The Chemical Equilibrium material was chosen since the module has been estatabilished. This study aims to reveal the effectiveness of the use of integrated chemical equilibrium module-based on guided inquiry integrates the experiment to the study and science process skills (SPS) students. The experimental class which is learn by using the module-based guided inquiry integrates the experiment, whereas the control class by coventions system. From the data analysis, the mean value of SPS of experimental class is 83,1 (very high category) higher than control class that is 72,7 (high category). While the mean score of experimental class (81,3) was higher than the control class (77,4). From these findings it can be concluded that the chemical equilibrium module based guided inquiry integrated the experiment was effective in improving science process skills and student learning outcomes. Therefore, it was recommended for chemistry teachers to use this module as an alternative of learning chemistry in high school.