Design research from a curriculum perspective. Journal of Educational Technology Systems, 44(3), 332–345.Īkker, J. A Waterfall Design Strategy for Using Social Media for Instruction. Keywords: Media Development, Guide Discovery Model, Troubleshooting.Īhern, T. This study concludes that discovery learning based media to improve problem-solving skills need to be developed. Fourth, the design of discovery learning based learning media.
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Third, discovery learning models can improve problem-solving skills. Second, the 2013 curriculum cannot be fully implemented in the classroom. First, most students consider learning less attractive. The data analyzed using qualitative descriptive. The questionnaire is used to get the needs of mathematics learning media. Observation guidelines are used to obtain information about student learning characteristics. Interview guides to get information from teachers and students regarding the readiness of teachers in applying the 2013 curriculum and learning difficulties in mathematics. Data collection instruments used interview guidelines, observation guidelines, and questionnaires. The research subjects consisted of teachers and students. This research uses design research method with type of development studies. The second objective is to design discovery learning based learning media to improve students' problem-solving abilities. The first objective is to analyze the needs of learning media that are in accordance with student characteristics, curriculum, learning models and teacher readiness. Learning media that does not contain problem-solving skills will hinder the achievement of student competence. Students with low problem-solving abilities will have difficulty completing math problems that require high-level thinking. The level of practicality of educators in the development of e-modules using guided inquiry models obtained an average of 0,44 in the medium category, while the practicality of learners on average results was 0,67 with a high category.Problem-solving is one of the century skills 21 and are included in the 2013 curriculum. The results of this meta-analysis study found that the level of validity for the development of e-modules using the guided inquiry model in all four aspects of validity was valid with an average validy on the content aspect was 0,85 with a valid category, presenting 0,84 valid categories, language 0,83 valid categories, grafic 0,71 valid caategories. The sample used was 10 data related to the development of e-modules using the guided inquiry model. Data collection techniques are carried out by searching journals, theses, scemes, scientific articles related to e-modules and guided inquiry models through the internet. Research conducted using meta-analysis reasearch. This study aims to see the level of validity and practicality of the development e-modulses using the guided inquiry model. Meta-Analisis Pengembangan E-Modul Berbasis Inkuiri Terbimbing Pada Pembelajaran Fisika Other:info:eu-repo/semantics/publishedVersion The development of guided inquiry-based e-modules can be caategoriezed as valid and practical, so, for the development of e-modules using the guided inquiry model in physics learning can be continued to the next stage, namely the effectiveness testUniversitas Negeri PadangJournal:ArticleOther:info:eu-repo/semantics/publishedVersionJournal:ArticleFile:application/pdf Penelitian Pembelajaran Fisika Vol 5, No 2 (2019)2252-30142252-3014eng (c) 2019 Jurnal Penelitian Pembelajaran Fisikaarticle-107442 The level of practicality of educators in the development of e-modules using guided inquiry models obtained an average of 0,44 in the medium category, while the practicality of learners on average results was 0,67 with a high category.
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Meta-Analisis Pengembangan E-Modul Berbasis Inkuiri Terbimbing Pada Pembelajaran FisikaHaspen, Cici Dwi TisaFestiyed, FestiyedThis study aims to see the level of validity and practicality of the development e-modulses using the guided inquiry model.