The Logical Validity of the Inquiry Based Learning Design of Plantae for High School Biology

摘要

According to the preliminary survey involving 100 high school students in Surakarta City, Indonesia, students facing difficulties on classifying the Plantae, distinguishing the base determinants of plants classifying, and remembering the Latin nomenclature. To solve this problem, the new strategy of learning includes method and material has to be pursued. Inquiry-based learning is one of the most recommended approaches to learning science. This research aims to develop an inquiry-based learning design (IBLD) on Plantae, which combines three approaches, i.e. active learning, contextual, and scientific approaches, which is presumed to help students to understand the Kingdom of Plantae. This research followed the phases of Design-Based Research (DBR) to improve the current learning designs into the IBLD. To work with researchers, 35 biology teachers from 11 high schools and 4 university experts of biology education joined as research members. The logical validity had been applied by assessing the content and the build of the IBLD draft. The result shows that the draft is validated as excellent in all components, i.e. the design (93%), content (92%), method of teaching (91%), assessment (90%), and language (92%). This result recommends to do testing the impact of the IBLD in the learning process by a series of multi-site test.