Development of Personalized Learning Student Worksheets to Practice Inquiry Skills
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Submitted
25 July 2023
25 July 2023
Published
30 April 2024
30 April 2024
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Abstract
Background: Personalized learning must be based on exploring students' traits, including learning styles. Knowledge of student learning styles will make it easier to design learning, including practicing inquiry skills. Inquiry skills are abilities that all students need to have. Inquiry skills must be trained through habituation, especially through practical learning. Many Student Worksheets (LKM) practice inquiry skills, but they do not accommodate each student's learning style. Method: Development of personalized learning LKM to train inquiry skills using the Borg and Gall development research model. Results: Initial data was taken through interviews and learning style tests. The results of the learning style test show that 35.72% of students have a visual learning style, 25% auditory, and 39.28% kinesthetic. The next stage is to develop visual, auditory, and kinesthetic LKM products on the characteristics of leaves as quite complex material. The products developed are then evaluated through validation by material and inquiry experts, language experts, and development experts. Product improvements are made based on comments and suggestions from validators. The three LKM products were tested for suitability by students as product users. The feasibility score for the visual type of personalized learning LKM was 89%, the auditory type of personalized learning LKM was 90%, and the kinesthetic type of personalized learning LKM was 92%. The results of the effectiveness test of the three products show an increase in students' inquiry skills in the medium category. Conclusion: The three LKM personalized learning products fall into the feasible and usable category.
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References
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Faiz, A., & Kurniawaty, I. (2020). Konsep merdeka belajar pendidikan indonesia dalam perspektif filsafat progresivisme. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 12(2), 155–164. https://doi.org/10.35457/konstruk.v12i2.973
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Hughey, J. (2020). Individual personalized learning. Educational Considerations, 46(2). https://doi.org/10.4148/0146-9282.2237
Irawati, D., Masitoh, S., & Nursalim, M. (2022). Filsafat pendidikan Ki Hajar Dewantara sebagai landasan pendidikan vokasi di era kurikulum merdeka. JUPE : Jurnal Pendidikan Mandala, 7(4), 1015–1025. https://doi.org/10.58258/jupe.v7i4.4493
Kuter, S. (2013). An action research on developing prospective teachers’ inquiry skills. Journal of Educational and Social Research, 3(7), 317–324. https://doi.org/10.5901/jesr.2013.v3n7p317
Lou, Y., Blanchard, P., & Kennedy, E. (2015). Development and validation of a science inquiry skills assessment. Journal of Geoscience Education, 63(1), 73–75. https://doi.org/10.5408/14-028.1
Lumbantoruan, G., & Purba, M. J. (2020). Identifikasi kepribadian dalam pendekatan pembelajaran dengan menerapkan metode certainty factor. METHODIKA: Jurnal Teknik Informatika Dan Sistem Informasi, 6(1), 14–18. https://doi.org/10.46880/mtk.v6i1.248
Makhambetova, A., Zhiyenbayeva, N., & Ergesheva, E. (2021). Personalized learning strategy as a tool to improve academic performance and motivation of students. International Journal of Web-Based Learning and Teaching Technologies, 16(6). https://doi.org/10.4018/IJWLTT.286743
Mursali, S., & Safnowandi. (2016). Pengembangan LKM biologi dasar berorientasi pembelajaran inkuiri untuk meningkatkan keterampilan proses sains mahasiswa. Bioscientis, 4(2), 56–62. https://doi.org/10.33394/bioscientist.v4i2.218
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Ni’mah, S. (2016). Lembar kerja mahasiswa berbasis inkuiri terbimbing untuk meningkatkan keterampilan proses sains mahasiswa. Lentera: Jurnal Pendidikan, 11(2), 70–79. https://doi.org/10.33654/jpl.v11i2.414
NRC. (2011). Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. In National Academies Press.
OECD. (2019). PISA 2018 Results combined executive summaries. In PISA 2009 at a Glance: I. https://doi.org/10.1787/g222d18af-en
Rawlusyk, P. E. (2018). Assessment in higher education and student learning. Journal of Instructional Pedagogies, 21, 1.
Reiss, M. J. (2016). Enhancing learning with effective practical science 11–16. Enhancing Learning with Effective Practical Science 11–16, January. https://doi.org/10.5040/9781350014862
Rido, A., & Wahyudin, A. Y. (2020). Perceptuals learning styles preferences of international master’s students in Malaysia. 19. http://dx.doi.org/10.21009/bahtera.191.10
Rosdiana, L., Nurita, T., & Sabtiawan, W. B. (2018). Pengembangan LKM untuk meningkatkan literasi sains calon guru IPA. Jurnal Penelitian Pendidikan IPA, 3(1), 27. https://doi.org/10.26740/jppipa.v3n1.p27-32
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/JOTSE.888
Sholehuddin. (2018). Humanisasi pendidikan: Meneguhkan sisi kemanusiaan dalam proses pembelajaran. Al-Afkar, Journal for Islamic Studies, 1(2), 73–87. https://doi.org/10.5281/zenodo.3554855
Solari, M., Vizquerra, M. I., & Engel, A. (2022). Students’ interests for personalized learning: an analysis guide. In European Journal of Psychology of Education, 0123456789. Springer Netherlands. https://doi.org/10.1007/s10212-022-00656-3
Tarigan, M., Alvindi, A., Wiranda, A., Hamdany, S., & Pardamean, P. (2022). Filsafat pendidikan Ki Hajar Dewantara dan perkembangan pendidikan di Indonesia. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 3(1), 149–159. https://doi.org/10.33487/mgr.v3i1.3922
Vera, N. (2020). Strategi komunikasi dosen dan mahasiswa dalam meningkatkan kualitas pembelajaran daring selama pandemic Covid-19. Avant Garde, 8(2), 165. https://doi.org/10.36080/ag.v8i2.1134
Vladimirovich Kondratiev, S., Georgievna Pavlova, N., Rodionova, N., Ostroukhov, V., & Sergeevich Bereznyakovskiy, V. (2020). Personalized learning as a method of moral and intellectual development in the humanitarization of the post-industrial society. Propósitos y Representaciones, 8(SPE2). https://doi.org/10.20511/pyr2020.v8nspe2.679
Wibowo, N. (2016). Upaya peningkatan keaktifan siswa melalui pembelajaran berdasarkan gaya belajar di SMK Negeri 1 Saptosari. Elinvo (Electronics, Informatics, and Vocational Education), 1(2), 128–139. https://doi.org/10.21831/elinvo.v1i2.10621
Wiedarti, P. (2018). Pentingnya memahami gaya belajar. Seri Manual Gls Pentingnya Memahami Gaya Belajar, 28.
Wiliam, D. (2013). Assessment : The bridge between teaching and learning. Voices from the Middle, 21(2), 40.
Yamin, M., & Syahrir, S. (2020). Pembangunan pendidikan merdeka belajar (telaah metode pembelajaran). Jurnal Ilmiah Mandala Education, 6(1), 126–136. https://doi.org/10.58258/jime.v6i1.1121
Yanuarti, E. (2017). Dewantara dan relevansinya. Jurnal Penelitian. 11(2):66-237, 11(2), 66–237. http://dx.doi.org/10.21043/jupe.v11i2.3489
Zhou, L., Zhang, F., Zhang, S., & Xu, M. (2021). Study on the personalized learning model of learner-learning resource matching. International Journal of Information and Education Technology, 11(3), 143–147. https://doi.org/10.18178/ijiet.2021.11.3.1503
Zuana, M. M. M., Rumfot, S., Aziz, F., Handayani, E. S., & Lestari, C. (2023). The Influence of Learning Styles (Visual, Kinesthetic and Auditory) on the Independence of Elementary Students’ Learning. Journal on Education, 5(3), 7952–7957. https://doi.org/10.31004/joe.v5i3.1585
Read More
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969. https://doi.org/10.1080/09500690701749305
Afandi, N. K., & Pranajaya, S. A. (2022). Grateful personality development of junior high school students in East Kalimantan. Southeast Asian Journal of Islamic Education, 4(2), 235–248. https://doi.org/10.21093/sajie.v4i2.4496
Cahyani Rahayu, D., & Salamah Zainiyati, H. (2020). Identification of vacuum learning styles (visual, auditory, kinesthetic) primary school students in Indonesia. International Journal of Education and Research, 8(9), 181–190.
Callahan, B. E. (2019). Personalized learning in science education using personalized learning to improve pedagogy in a preservice elementary science course. January.
Faiz, A., & Kurniawaty, I. (2020). Konsep merdeka belajar pendidikan indonesia dalam perspektif filsafat progresivisme. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 12(2), 155–164. https://doi.org/10.35457/konstruk.v12i2.973
Franzoni, A. L., & Assar, S. (2009). Student learning styles adaptation method based on teaching strategies and electronic media. Educational Technology and Society, 12(4), 15–29.
Ghallabi, S., Essalmi, F., Jemni, M., & Kinshuk. (2022). Reuse of e-learning personalization components. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00214-w
Hidayati, E. N., Hidayat, A., & Ukit, U. (2021). Relationship between learning style with student learning outcomes on structure and function of plants. Pedagonal : Jurnal Ilmiah Pendidikan, 5(2), 94–105. https://doi.org/10.33751/pedagonal.v5i2.3794
Hockings, C., Thomas, L., Ottaway, J., & Jones, R. (2018). Independent learning–what we do when you’re not there. Teaching in Higher Education, 23(2), 145–161. https://doi.org/10.1080/13562517.2017.1332031
Hughey, J. (2020). Individual personalized learning. Educational Considerations, 46(2). https://doi.org/10.4148/0146-9282.2237
Irawati, D., Masitoh, S., & Nursalim, M. (2022). Filsafat pendidikan Ki Hajar Dewantara sebagai landasan pendidikan vokasi di era kurikulum merdeka. JUPE : Jurnal Pendidikan Mandala, 7(4), 1015–1025. https://doi.org/10.58258/jupe.v7i4.4493
Kuter, S. (2013). An action research on developing prospective teachers’ inquiry skills. Journal of Educational and Social Research, 3(7), 317–324. https://doi.org/10.5901/jesr.2013.v3n7p317
Lou, Y., Blanchard, P., & Kennedy, E. (2015). Development and validation of a science inquiry skills assessment. Journal of Geoscience Education, 63(1), 73–75. https://doi.org/10.5408/14-028.1
Lumbantoruan, G., & Purba, M. J. (2020). Identifikasi kepribadian dalam pendekatan pembelajaran dengan menerapkan metode certainty factor. METHODIKA: Jurnal Teknik Informatika Dan Sistem Informasi, 6(1), 14–18. https://doi.org/10.46880/mtk.v6i1.248
Makhambetova, A., Zhiyenbayeva, N., & Ergesheva, E. (2021). Personalized learning strategy as a tool to improve academic performance and motivation of students. International Journal of Web-Based Learning and Teaching Technologies, 16(6). https://doi.org/10.4018/IJWLTT.286743
Mursali, S., & Safnowandi. (2016). Pengembangan LKM biologi dasar berorientasi pembelajaran inkuiri untuk meningkatkan keterampilan proses sains mahasiswa. Bioscientis, 4(2), 56–62. https://doi.org/10.33394/bioscientist.v4i2.218
Mustaghfiroh, S. (2020). Konsep “Merdeka Belajar” perspektif aliran progresivisme John Dewey. Perspektif Aliran Progresivisme John Dewey. Edureligia; Jurnal Pendidikan Agama Islam, 04(1), 1–10. https://doi.org/10.33650/edureligia.v4i1.1040
Nandigam, D., Tirumala, S. S., & Baghaei, N. (2015). Personalized learning: Current status and potential. IC3e 2014 - 2014 IEEE Conference on e-Learning, e-Management and e-Services, February 2015, 111–116. https://doi.org/10.1109/IC3e.2014.7081251
Ni’mah, S. (2016). Lembar kerja mahasiswa berbasis inkuiri terbimbing untuk meningkatkan keterampilan proses sains mahasiswa. Lentera: Jurnal Pendidikan, 11(2), 70–79. https://doi.org/10.33654/jpl.v11i2.414
NRC. (2011). Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. In National Academies Press.
OECD. (2019). PISA 2018 Results combined executive summaries. In PISA 2009 at a Glance: I. https://doi.org/10.1787/g222d18af-en
Rawlusyk, P. E. (2018). Assessment in higher education and student learning. Journal of Instructional Pedagogies, 21, 1.
Reiss, M. J. (2016). Enhancing learning with effective practical science 11–16. Enhancing Learning with Effective Practical Science 11–16, January. https://doi.org/10.5040/9781350014862
Rido, A., & Wahyudin, A. Y. (2020). Perceptuals learning styles preferences of international master’s students in Malaysia. 19. http://dx.doi.org/10.21009/bahtera.191.10
Rosdiana, L., Nurita, T., & Sabtiawan, W. B. (2018). Pengembangan LKM untuk meningkatkan literasi sains calon guru IPA. Jurnal Penelitian Pendidikan IPA, 3(1), 27. https://doi.org/10.26740/jppipa.v3n1.p27-32
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/JOTSE.888
Sholehuddin. (2018). Humanisasi pendidikan: Meneguhkan sisi kemanusiaan dalam proses pembelajaran. Al-Afkar, Journal for Islamic Studies, 1(2), 73–87. https://doi.org/10.5281/zenodo.3554855
Solari, M., Vizquerra, M. I., & Engel, A. (2022). Students’ interests for personalized learning: an analysis guide. In European Journal of Psychology of Education, 0123456789. Springer Netherlands. https://doi.org/10.1007/s10212-022-00656-3
Tarigan, M., Alvindi, A., Wiranda, A., Hamdany, S., & Pardamean, P. (2022). Filsafat pendidikan Ki Hajar Dewantara dan perkembangan pendidikan di Indonesia. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 3(1), 149–159. https://doi.org/10.33487/mgr.v3i1.3922
Vera, N. (2020). Strategi komunikasi dosen dan mahasiswa dalam meningkatkan kualitas pembelajaran daring selama pandemic Covid-19. Avant Garde, 8(2), 165. https://doi.org/10.36080/ag.v8i2.1134
Vladimirovich Kondratiev, S., Georgievna Pavlova, N., Rodionova, N., Ostroukhov, V., & Sergeevich Bereznyakovskiy, V. (2020). Personalized learning as a method of moral and intellectual development in the humanitarization of the post-industrial society. Propósitos y Representaciones, 8(SPE2). https://doi.org/10.20511/pyr2020.v8nspe2.679
Wibowo, N. (2016). Upaya peningkatan keaktifan siswa melalui pembelajaran berdasarkan gaya belajar di SMK Negeri 1 Saptosari. Elinvo (Electronics, Informatics, and Vocational Education), 1(2), 128–139. https://doi.org/10.21831/elinvo.v1i2.10621
Wiedarti, P. (2018). Pentingnya memahami gaya belajar. Seri Manual Gls Pentingnya Memahami Gaya Belajar, 28.
Wiliam, D. (2013). Assessment : The bridge between teaching and learning. Voices from the Middle, 21(2), 40.
Yamin, M., & Syahrir, S. (2020). Pembangunan pendidikan merdeka belajar (telaah metode pembelajaran). Jurnal Ilmiah Mandala Education, 6(1), 126–136. https://doi.org/10.58258/jime.v6i1.1121
Yanuarti, E. (2017). Dewantara dan relevansinya. Jurnal Penelitian. 11(2):66-237, 11(2), 66–237. http://dx.doi.org/10.21043/jupe.v11i2.3489
Zhou, L., Zhang, F., Zhang, S., & Xu, M. (2021). Study on the personalized learning model of learner-learning resource matching. International Journal of Information and Education Technology, 11(3), 143–147. https://doi.org/10.18178/ijiet.2021.11.3.1503
Zuana, M. M. M., Rumfot, S., Aziz, F., Handayani, E. S., & Lestari, C. (2023). The Influence of Learning Styles (Visual, Kinesthetic and Auditory) on the Independence of Elementary Students’ Learning. Journal on Education, 5(3), 7952–7957. https://doi.org/10.31004/joe.v5i3.1585
Authors
Triwulandari, S., Sumaryoto, S., Leonard, L., & Setiono, S. (2024). Development of Personalized Learning Student Worksheets to Practice Inquiry Skills. BIOEDUSCIENCE, 8(1), 13–26. https://doi.org/10.22236/jbes/12405
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