Developing module of science process skills in the topic of molarity based on open-inquiry based learning strategies

Abstract

Science process skills enable students to explain phenomena, to answer questions, to construct hypotheses and to learn information. They are vital to the development of ideas and enhance scientific learning. Therefore, this study aimed to (i) determine the level of basic science process skills among secondary students, (ii) determine the level of integrated science process skills among secondary students, (iii) develop the “Module of Science Process Skills in the Topic of Molarity Based on Inquiry Based Learning Strategies” and (iv) evaluate the suitability of the “Module of Science Process Skills in the Topic of Molarity Based on Inquiry Based Learning Strategies” to use in chemistry classroom. Science Process Skills Test was used to determine the level of basic science process skills and integrated science process skills, among 100 of secondary students in Skudai schools. The instruments contain 30 questions that was related to Molarity subject implementing science process skills and all the scientific questions were multiple choice questions. Since this study has taken place during Covid-19 period, all the questions forms were distributed online using Google forms. This study uses descriptive analysis to analysis the data, data were analysed to determine the level of mastery of students’ science process skills based on the percentage achieved by determining the classification of science process skill levels according to the average overall percentage achieved by students. The findings show that, the secondary students had moderate level in both Basic and Integrated science process skills. However, the percentage of integrated science process skills were lower than basic science process skills as well as moderate level in understanding Molarity subject. This study had developed a Module of Science Process Skills in the Topic of Molarity Based on Open Inquiry Based Learning Strategies using ADDIE (analysis, design, development, implementation and evaluation) model. The Module was validated by three experts to know the suitability of using the Module with secondary school students. All of the validators have agreed on that the Module of Science Process Skills in the Topic of Molarity Based on Open Inquiry Based Learning Strategies is suitable to be used in the future for teaching and learning process. The findings of this study can help teachers to focus more on the skills that the students show low level in, such as making interference, communicating skills, controlling variables, interpreting data and experimenting. As well as recommends the Chemistry curriculum to focus more on the Molarity topic by relating it to real daily life, giving more exercises on it, using the inquiry teaching and learning strategy and implementing the science process skills into teaching and learning process.