Development of Laboratory Guidelines for Science Learning at Junior High School Based on Guided Inquiry on Subtopic Mixtures

Abstract

Currently, teachers at SMP Negeri 2 Lamongan use lab worksheets from textbooks for lab-based science learning activities. In addition, the implementation of laboratory activities is not ideal because students do not play an active role and rely more on teacher explanations. The purpose of this study was to provide a guided inquiry-based autonomous curriculum laboratory guide on the mixture subtopic to help students improve their scientific performance skills. The design of this research is based on the 4D model, which includes the steps of defining, designing, developing, and disseminating. The sample method used was simple random sampling. In order to ascertain the laboratory guide's viability, this study employed data analytic methodologies such as laboratory guide validation and practicality. This study used surveys, observations, and literature reviews as data collection methods. The results revealed that the validation of the laboratory guide met extremely high requirements and was deemed very valid with a V value of 0.94. The results of the practicality of the laboratory guide received very high criteria and were rated as very practical with a value of 92. Scientific performance skills can be developed by using guided inquiry-based laboratory guides on mixtures subtopic, as evidenced by the percentage of student’s scientific performance scores from three experiments at the beginning stage of development with a percentage of 55%, 61% and 48%, while at the advanced stage obtaining a percentage of 35%, 29% and 42%, respectively. It can be concluded that overall students have achieved the Learning Objective Achievement Criteria as a standart.