Mastery of Student Concepts: Learning Studies Using Science Teaching Materials based on SETS Integrated Inquiry Agus Ramdani*, Abdul Syukur, Intan Permatasari, Muhammad Yustiqvar
Science Education Master Program, Universitas Mataram, Indonesia
Abstract
Concept mastery is an important ability that needs to be developed for the future of students to practice their higher-order thinking skills. However, this has not been well facilitated in the process of learning science in Madrasah Tsanawiyah (MTs) due to the lack of availability of teaching materials. This study aims to develop valid, practical and effective science teaching material based on SETS integrated inquiry to improve students mastery of concepts. This R&D research adapted the Dick and Carey model. The subjects in this study were students in one of the MTs in the city of Mataram, Indonesia. The results of the data analysis show that teaching materials are in the category of feasible, high practicality, and effective for improving students mastery of concepts. Indicator mastery of the concept of C1 is "explaining" to get higher scores than other indicators, such as C2 "understanding", C3 "applying", C4 "analyzing", C5 "evaluating" and C6 "creating". Indicator C6 obtains the lowest average value compared to other indicators. In conclusion, learning using science teaching material based on SETS integrated inquiry is proven to improve students concept mastery.
Keywords: Mastery of concepts, Science teaching materials, Inquiry, SETS.
Topic: Learning / Teaching Methodologies and Assessment
