Universitas Muhammadiyah Malang, East Java, Indonesia

JPBI (Jurnal Pendidikan Biologi Indonesia)

p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 5 No. 1 March 2019, pp. 127-140

10.22219/jpbi.v5i1.7255 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 127

Research Article

Validity of guided inquiry-based modules on digestive
system to improve argumentation skill

Puji Hendarto a,1,*, Maridi a,2, Baskoro Adi Prayitno a,3
a Department of Science Education Post-Graduates Programme, Sebelas Maret University, Jl. Ir. Sutami No.36 A, Surakarta,
Central Java 57126, Indonesia
1 hendartopuji@gmail.com*; 2 maridi_uns@yahoo.co.id; 3 baskoro_ap@uns.ac.id
* corresponding author

INTRODUCTION

The success of learning can be achieved through the establishment of effective communication between
components of learning. One way to form effective communication is the use of a learning medium. Learning
media is a important of its existence besides the existence of teachers and students (Utariyanti, Wahyuni, &
Zaenab, 2015). The progress of science and technology, especially information technology is very influential
on the preparation and implementation of strategies and learning methods. These advances impact on the
many alternatives that teachers can use to use varied media in classroom learning. Students tend to be
passive in learning activities if the learning infrastructure is less supportive. To overcome this, the use of
educational media appropriately and varied can overcome the passivity of students (Arif, 2011). Learning
medium has a role as information-carrying technology that can be used for the learning process. Through a
learning medium, teaching materials will be conveyed to students more effectively. However, the use of

A R T I C L E I N F O A B S T R A C T

Article history
Received December 23, 2018

Revised February 12, 2019

Accepted February 24, 2019

Published March 08, 2019

Students tend to be passive in learning activities if the media is less supportive. Module
development as a learning medium can overcome the passivity of students. The
purpose of this research was to determine the validity and feasibility of the guided
inquiry-based module on Human Digestive System materials to improve students'
argumentation skill. This research is Research and Development. The research was
conducted at class VIII of State Junior High School 3 of Surakarta. The module
comprised of into three parts, namely the introduction, content, and closing. The
contents section consisted of three sub-materials, namely: 1) food substances; 2) food
digestion organs and processes; and 3) food digestive system disorders. The module
feasibility was tested through the assessments of media, subject matter, learning
experts and linguists. The results of experts’ evaluation toward the module showed that
the module was feasible with the percentages were 88.28% (media design), 90.125%
(material), 91.15% (learning aspect), and 94.8% (language). Therefore, the module is
feasible to be used as a learning medium to improve students' argumentation skill.

This is an open access article under the CC–BY-SA license

Keywords
Argumentation skill

Comics

Digestive system

Guided inquiry-based module

How to cite: Hendarto, P., Maridi, M., Prayitno, B. A. (2019). Validity of guided inquiry-based modules on digestive system to

improve argumentation skill. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 127-140. doi: https://doi.org/10.22219
/jpbi.v5i1.7255

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learning medium, especially science, is still rarely conducted in practice. Students also still have difficulty in
understanding Natural Science materials, especially the argumentation skill.

According to the master e-learning theory, learning carried out in class has a weakness, namely the
limited time in conducting learning activities. By using media modules, students can learn flexibly. The module
is one of the learning materials systematically compiled and designed to help students achieve a specific
learning objective. Sejpal ( 2013) explained that a module is a unit of work in a course of instruction that is
virtually self-contained and a method of teaching that is based on the building up skills and knowledge in
discrete units. The virtue of the module is expressed by Padmapriy (2015), which says that modules help to
develop the self-learning capacity among the learner. The use of modules as a medium can help students
understand Natural Science materials in an easier and more enjoyable way. Books on school are now in the
form of textbooks, although there are already variations in the addition of illustrations but have not had enough
influence on increasing students' reading interest. Low reading interest causes activity and learning outcomes
to be low. The complexity of the teaching material delivered further makes students less interested in reading
textbooks including biology books. Students tend to be interested in reading picture books (such as comics)
compared to textbooks, because comics have a coherent and regular storyline that makes it easy to
remember again. This is the reason for the idea of combining the appeal of comics, including attractive
appearance, coherent and easy to understand flow, with textbooks that tend to be textbooks (Daulay, Ananda,
Anwar, & Fatimah, 2019; Putri, Gloria, & Mulyani, 2018; Saito & Nakamura, 2019). Based on research
Tatalovic (2009), comics are a potential and effective medium for science learning, because it can help
students understand science material in an easier and more enjoyable way.

The module supplied with comics is a medium that supports the implementation of the 2013 curriculum
where one form of management and implementation of education aims to build the potential of students to
become independent human beings. The use of guided inquiry-based module as a medium supplied with
comics is also still rarely used and is a new thing for the students of state junior high school 3 Surakarta. The
facts of the initial observations on the process of learning science in class VIII of Surakarta Middle Schools
show that there are still few students who can argue. During the learning process, the teacher tends to
dominate the class by asking many questions, answering questions, directing and giving explanations of the
material, the questions raised by the teacher are only questions that require short answers or repetitive
questions, so that students do not accommodate the thinking skills and arguments. In addition, the used
module does not train students to argue. Results obtained with field observations indicate that students are
less able to argue. This is evidenced by the average test of students' argumentation ability of 32.04%,
according to Zohar and Nemet (2002). The number of students who express statements (claim) is 42.9%.
Students who use evidence amount to 20.32%. The ability to provide reasons (reasoning) amounts to 32.9%.
The results of the argumentation ability test are relatively low, because most students have not been able to
provide reasons and evidence. Arguments that only contain claims or statements without evidence and
reasoning are simple arguments (Crowell & Kuhn, 2014; Okumus & Unal, 2012; Venville & Dawson, 2010).
The development of modules supplied with comics as a learning medium will attract the attention of students
to focus more on learning. In addition, the development of modules supplied with comics as a learning
medium is in line with the principles of Education Implementation in Republic of Indonesia Law Number 20 of
2003 Article 4, where education is held by developing a culture of reading, writing and counting for all citizens.

The 2013 curriculum develops science no longer as a discipline, but integrative science which emphasizes
the development of various abilities of students, one of which is the argumentation skill. However, students’
argumentation skill is still not maximal, judging from the difficulty of students understanding the concept of
Natural Science and the score of Natural Science obtained by students that is not satisfactory. The use of
modules as a medium supplied with comics in conveying the concept of Natural Science effectively leads
students to develop their argumentative abilities indirectly.

The argumentation skill of students is important to develop so that students are trained to solve problems
in real life and in the world of work later (Hendarto, Rinanto, & Ramli, 2016; Karpudewan, Roth, & Sinniah,
2016). Reading activities of various sources are able to improve critical thinking and student learning
outcomes (Muhlisin, Susilo, Amin, & Rohman, 2018). The argumentation skill contains 3 aspects, namely:
claim, reasoning and evidence (Acar, Patton, & White, 2015; Hsu, Dyke, Chen, & Smith, 2015). It should be
emphasized that the argumentation skill is very well developed for junior high school students. This is related
to the psychological development of students. Based on Piaget's development theory, junior high school
students (11-14 years) are included in the formal operational stage, which allows students to have problem
solving behavior and test hypotheses.

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The argumentation skill of students can also be developed by implementing Guided Inquiry. Guided
inquiry is inquiry that facilitates students to develop skills through the use of various sources of information
(Hendarto, Rinanto, & Ramli, 2016; Mistry, Fitzpatrick, & Gorman, 2016; Sedwick, Leal, Turner, & Kanu, 2018;
Toh, Cheng, Ho, Jiang, & Lim, 2017). Students will be faced with various contextual problems that require the
ability to think and solve problems through practicum to prove the hypothesis that has been made (Hendarto
et al., 2016). The guided-inquiry stage in detail according to includes 7 stages, namely: the stage of problem
formulation (initiation), making a hypothesis (selection), designing an experiment (exploration), carrying out an
experiment (formulation), making a conclusion (collection), communicating the results of the experiment
(presentation), and the assessment stage (Fakayode, Mayes, Kanipes, Johnson, & Cuthbertson, 2017;
Kuhltau, Maniotes, & Caspari, 2007; Ural, 2016). The development of guided inquiry-based modules supplied
with comics will be applied to the subject matter of human digestive system. The consideration is that the
human digestive system contains the concept of science that occurs a lot in student life and is abstract. In
addition, the use of learning medium in learning the human digestive system is still rare and not optimal.
Therefore, to assist students in developing their argumentation skill, the development of guided inquiry-based
modules supplied with comics as learning medium on the subject matter of human digestive system for Junior
High School Students was taken as an appropriate alternative solution to overcome various problems that had
been expressed.

The purpose of this research was to find out the validity and feasibility results of the guided inquiry-based
modules as a medium supplied with comics to improve students' argumentation skill. The medium
development of guided inquiry-based modules supplied with comics is expected to be an alternative medium
for teachers on the subject matter of the subject matter of human digestive system. In addition, this research
is useful for students so that students obtain learning medium which is interesting and easy to learn as well as
which trains the argumentation skill in the process of learning Natural Science, because Comics can help
students develop language skills, art activities, and creative statements in storytelling, dramatization, reading,
writing, painting and drawing, as well as helping them interpret and remember the contents of reading
material.

METHOD

The used research model is Research and Development (R&D). The steps of research and development
in this research were adapted from Borg and Gall (1983) which consisted of: Preliminary Research and
Collection of Information, Planning, Early Product Development, Expert Validation, First Revision, Early Trial,
Second Revision, Field Test, Final Product Revision, Dissemination (Figure 1). In this study, the development
stage was only up to second product revision. Before the field test was carried out.

Figure 1. Research and Development (R&D) Model by Borg and Gall

The research location of the development of guided inquiry-based modules supplied with comics on the

subject matter of the human digestive system was at state junior high school 3 Surakarta. The subject of this
research was eight-grade students. The research sample was determined by means of intact group after it
was made sure that the eight-grade students of state junior high school 3 Surakarta were homogeneous and
normally distributed. There were 2 classes as research samples, namely classes 8.3 and 8.4.

Further analysis at the information collection stage is done to get an overview of the characteristics of the
students that surround: (1) the initial profile of the argumentation skill; (2) students' experience in using
teaching materials; and (3) the initial profile of students' reading interest. Information collection in this study
also includes the analysis of national education standards, analysis of national examination results, analysis
of learning resources, and task analysis. National education standards analysis aims to determine the amount

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and type of teaching material. The analysis of the results of the national examination aims to determine the
material that is difficult for students to understand so that they are able to become the basis for the selection
of material in product development; learning resource analysis aims to collect and identify which sources
support the preparation of teaching materials. Analysis of task characteristics aims to optimize the training of
argumentation skills of students with high and low reading motivations.

The planning phase includes activities related to the preparation of the draft guided inquiry module
supplied comics and preparation of the activity format coloring the guided inquiry module with comics.
Activities carried out at the draft planning stage of the module include: (1) determining comic media; (2)
determine the subject matter of digestive system material based on national examination analysis; (3)
determine the format and visualization of module contents that are tailored to the characteristics of the module
which includes independent instructions (self instruction), self contained, stand alone, adaptive, and user
friendly; (4) determine the learning format including learning devices; (5) determine the procedures carried out
during the research starting from product development procedures, test validation, trials to data analysis; (6)
creating an activity matrix that represents all the step criteria of the guided inquiry learning model to ensure
that each syntax in the guided inquiry model is represented by appropriate activities so that it can
accommodate students' argumentation skills.

Initial product development is carried out by referring to the module characteristics and paying attention to
the guided inquiry syntax through activities in the module equipped with comics that allow students to use
their argumentation skills. The initial product development phase includes the identification of subject matter
developed, the development of module activities equipped supplied comics, the development of evaluation
questions, collecting supporting materials such as materials and images equipped with learning tools including
syllabus, learning implementation plans, and assessment instruments.

The stages of expert validation are used to obtain an initial qualitative evaluation of the draft products that
have been made. Validity test is done by expert evaluation test consisting of material experts, learning device
experts, design experts and linguists. Material expert validation aims to obtain data in the form of
assessments, opinions and suggestions on the accuracy and suitability of the material in the module
developed. The validation of the learning device expert aims to obtain data in the form of assessments,
criticisms, and suggestions on module preparation related to the fulfillment of the correct module
characteristics and the assessment of the basis of the guided inquiry model supplied comics in the module. In
addition, it aims to obtain data in the form of assessments, opinions, and suggestions on the accuracy and
suitability of questions with indicators and dimensions of cognitive processes. Validation of design experts
aims to obtain data in the form of assessments, opinions, and suggestions on the design and readability of the
contents of the module supplied comics. Validation of linguists aims to assess the accuracy of language use.
The results of expert validation tests were analyzed descriptively, namely descriptive qualitative data for
opinions and suggestions as well as quantitative descriptive (percentage) for the analysis of assessment
scores from each expert.

Product revisions are made to improve the initial product module. In this study, first revisions were made
after getting advice from expert validators, both material expert validators, module presentation design
validators, linguist validators, and expert device learning validators. Then proceed to the initial trial stage.
Limited field testing is carried out by the validation of individual education practitioners (science teachers) and
small group tests (students) as materials to improve the product in the next revision. Validation of practitioners
is 2 science teachers at state junior high school 3 Surakarta. While students, assessment by 8 students of
grade 8.4 who have obtained the material and 8 students of class 8.3 who have not obtained material.

There are two types of data used in research and development, namely: 1) Qualitative data obtained from
criticism, responses and suggestions from counselors, expert validators, practitioners and students on the
appearance quality and material on the comics produced in the comment column on the test questionnaire
validity of experts and student response questionnaires. 2) Quantitative data obtained from the results of
expert validator, practitioner and student assessment through expert validation questionnaires and student
test questionnaires containing numbers obtained from scores.

The instrument used in the research development module learning media based on guided inquiry in the
digestive system material supplied this comic in the form of a questionnaire. This questionnaire is given to the
validator to obtain data in the form of assessment sheets and response sheets for the learning media
developed. In the questionnaire a multilevel scale is used where in each question, the validator gives a score
for the questioned aspect of the learning media. The chosen category for validation questionnaires is the likert

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scale (Arikunto, 2006). In addition, a questionnaire in the form of a comment sheet and suggestions for
learning media were also provided.

Data analysis techniques were carried out by questionnaire and interview techniques. Questionnaire
techniques are used to obtain data in the form of responses or assessments in experts on the products
developed, while interviews to obtain information in the form of explanations of the answers to the
questionnaire.

Data analysis techniques that are suitable for analyzing questionnaire results are descriptive analysis
techniques with an average scoring answer to determine the answer for each item answer validator by giving
a score of one to five. The formulas used, namely percentage score (Formula 1).

(1)
Information:
P = Percentage score
n = number of questionnaire items

The results of the calculation of the percentage of the overall components are then adjusted to the revised
decision making in Table 1.

Table 1. Revised decision making

Achievement level Qualification Information

81-100 Very feasible No need to be revised
61-80 feasible No need to be revised
41-60 Enough Revised
21-40 Less feasible Revised
0-20 Not feasible Revised

RESULTS AND DISCUSSION

The making of guided inquiry-based modules supplied with comics on the subject matter of human
digestive system refers to core competencies, basic competencies, and the 2013 curriculum learning
objectives. The selection of digestive system material is based on the results of the national examination in
Surakarta Middle School. The human digestive system is one of the lowest value materials. Besides that, the
digestive system material can accommodate guided inquiry learning and student argumentation. Module
medium is developed with guided inquiry-based supplied with comics. The implemented guided inquiry can be
seen from the contents of the module medium and the stages of learning implementation. The description of
the subject matter in the module is packaged in comic form to make it more interesting. The contents of comic
stories are taken from events that are common in life and are known by students.

In the development stage of the conducted initial product form (developed preliminary form of product) is
to make the guided inquiry-based modules supplied with comics on the subject matter of human digestive
system. The development of the initial module is carried out by referring to planning objectives, sub-topics,
guided inquiry learning models, formatting and visualization of module contents, learning media formats and
procedures related to module development with the following designs: front cover page (Figure 2a); module
identity sheet; foreword; table of contents; basic competencies, core competencies, indication and objectives;
instructions for using the module; concept maps; module content section; subject matter summary, science
info; glossary; and bibliography.

The content section consists of guided inquiry syntax stages which were developed using seven steps of
learning according to covering 7 stages, namely: the stage of problem formulation (initiation), making a
hypothesis (selection), designing an experiment (exploration), carrying out an experiment (formulation),
making a conclusion (collection), communicating the results of the experiment (presentation), and the
assessment stage (Lazonder & Harmsen, 2016; Putra, Widodo, & Jatmiko, 2016; Yohana, Sudarmin,
Wardani, & Mohyaddin, 2018). The module contents section is packed with student activities as follows. The
page section "let's observe". Students are asked to observe the images presented in the module which will
later lead to the next stage. The observed page display can be seen in Figure 2b.

The next part is the page “let's ask”. This page contains a questionnaire listing form and problem
formulation from the members of the learning team that has been predetermined by the teacher. Students
formulate problems for what they have observed. The page view let's ask can be seen in Figure 3a. The next
page is the page “let's hypothesize”. On this page, students are asked to write hypotheses or temporary

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guesses on the formulation of the problem they are making. The hypothesis page display can be seen in
Figure 3b.

The next page is the page “let's experiment”. After students write their hypotheses, students plan
experiments and conduct experiments to prove the hypotheses they have made. The page view of conducting
an experiment can be seen in Figure 4a. Next page is about “let’s discuss”. On this page, students discuss to
fill out the experimental data and relate it to the existing concepts. Students collect information from various
sources. Students exchange ideas by arguing. Express claims, reasoning and evidence. The page views of
the concept map can be seen in Figure 4b.

Figure 2. Cover module (a) and the display “let’s observe” (b).

Figure 3. Display of student problem formulation (a) and Display of student hypotheses (b)

Figure 4. The display sheet “let's do an experiment” (a) and the Display sheet “let's discuss” (b).

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The next page is about Class Presentation. This section aims to monitor the acquisition of student
concepts, strengthen concepts or correct wrong concepts. Students present the results of the discussion after
experimenting with the right argument. Student presentations must contain aspects of claim arguments,
reasoning and evidence. Presentation or sharing activities can improve learning outcomes because students
are able to evaluate what has been learned (Muhlisin et al., 2018; Soltis, Verlinden, Kruger, Carroll, &
Trumbo, 2015). The page views of the concept map can be seen in Figure 5.

Figure 5. Display of “let's communicate” sheet.

The next page is a description of the subject matter in the form of comics. Comics as a solution to
students' reading interest are placed in the material description. The description on the subject matter of the
digestive system is presented in comic form so that it is more interesting and students' interest in reading
becomes high without reducing the substance of the subject matter from the standard. The display of comic
pages can be seen in Figure 6.

Figure 6. Display of the comic subject matter description in the module.

The next page is an assessment in the form of a test of argumentation skill. This section is an individual

responsibility so that no one can help each other when working on it. Assessment at the end of the learning
activity trains students in working on the problem of argumentation by arguing that is good and right. The page
display about the argumentation skill can be seen in Figure 7.

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Figure 7. Display of the argumentation test evaluation question sheet on arguing

In the content section, there are several additions such as the science info section, subject matter

summary and competency test. The results of the initial product development of the guided inquiry-based
module supplied with comics on the subject matter of human digestive system are supplied with teacher
modules with the same contents as the student modules but there are several supplements on: introduction to
the teacher; recommendations for learning scenarios; syllabus; and judgment.

The preliminary trials carried out are in the form of expert validation. In the expert validation stage, the
results of the initial qualitative evaluation of the draft products have been obtained. Student module validation
and teacher module validation can be described as follows.

Validation results of the module product for students
The first validation of module product for students is carried out by four experts including validation of

learning instruments and aspects in the module (subject matter, presentation, readability, and learning media).

Product validation by subject matter experts
Assessment of modules by subject matter experts was analyzed in the lowest value range of 1 and the

highest one of 4. Before conducting the validation, the subject matter validator first gives input to improve the
module. These inputs include: (1) Selection of images and the right amount to explain dental subject matter,
(2) Addition of subject matter in certain parts, (3) Some medical terms that are still written incorrectly. After
getting input from the subject matter validation experts, the developed products were improved so that they
became products that were ready for validation. The results of the subject matter validation are fully visualized
in Table 2.

Table 2. Subject matter aspect validation by experts

No Aspect Percentage (%) Qualification

1 Subject matter accuracy 90 Very feasible
2 Subject matter update 88 Very feasible
3 Subject matter develops thinking skills and abilities 92 Very feasible
4 Subject matter follows scientific systematics 86 Very feasible
5 The basic concept of the subject matter 88 Very feasible
6 The concept of the subject matter 85 Very feasible
7 Image concept 90 Very feasible
8 Systematic delivery of the subject matter 92 Very feasible
9 Subject matter that can improve the ability to argue 94 Very feasible
10 Subject matter that can increase students' reading interest 92 Very feasible
11 Relevant to everyday life 90 Very feasible

Average 89.72 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of material assessment
by experts shows very feasible qualifications, meaning that the subject matter in the student module has met
the criteria and is feasible to continue in the initial field trial.

Product validation by presentation expert
The results of the module assessment by validation experts are visualized in Table 3.

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Table 3. Design aspect validation by experts

No Aspect Percentage (%) Qualification

1 Module cover design 92 Very feasible
2 Display of module contents 80 Feasible
3 Layout of module contents 94 Very feasible
4 Image color clarity 88 Very feasible
5 Writing color clarity 88 Very feasible
6 Display of attractive and colorful modules 92 Very feasible
7 Presentation of module contents 86 Very feasible

Average 88.57 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of the module
presentation design by experts shows very feasible qualifications, meaning that the presentation of student
module products has met the criteria and is feasible to continue in the initial field trials.

Product validation by linguist

Data from module validation on aspects of language are presented in Table 4.

Table 4. Language validation aspects by experts

No Aspect Percentage (%) Qualification

1 Good and right Indonesian language 96 Very feasible
2 Terminology 96 Very feasible
3 Language clarity 98 Very feasible
4 Language compatibility 92 Very feasible
5 Attention to the code of ethics and copyright 94 Very feasible

Average 95.2 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of language by experts
shows very feasible qualifications, meaning that the student module has met the criteria of good and feasible
readability to continue in the initial field trial.

Product validation by learning media experts
Evaluation of learning instruments includes syllabus, lesson plans, assessment, and evaluation questions.

A summary of the validation of learning media aspect is presented in Table 5.

Table 5. Validation of learning media aspect by experts

No Aspect Percentage (%) Qualification

1 Teaching material 90 Very feasible
2 Learning process 92 Very feasible
3 Syntax of the guided-inquiry model in learning 94 Very feasible
4 Assessment 96 Very feasible
5 Activities that support learning 88 Very feasible
6 Subject matter that can improve the ability to argue 86 Very feasible
7 Aspect of argumentation skill 88 Very feasible

Average 90.57 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of the assessment of
learning media by experts shows very feasible qualifications. The results of expert validation indicate that
student module products have met the criteria and are eligible to continue in the initial limited field trials.

Validation results of the module product for teachers
Product Validation by Subject Matter Experts

Assessment of modules by subject matter experts was in the lowest value range of 1 and the highest one
of 4. The results of the subject matter validation are fully visualized in Table 6.

Table 6. Subject matter aspect validation by experts

No Aspect Percentage (%) Qualification

1 Subject matter accuracy 90 Very feasible
2 Subject matter update 88 Very feasible
3 Subject matter develops thinking skills and abilities 94 Very feasible
4 Subject matter follows scientific systematics 86 Very feasible
5 The basic concept of the subject matter 90 Very feasible

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No Aspect Percentage (%) Qualification

6 The concept of the subject matter 90 Very feasible
7 Image concept 92 Very feasible
8 Systematic delivery of the subject matter 90 Very feasible
9 Subject matter that can improve the ability to argue 94 Very feasible
10 Subject matter that can increase students' reading interest 88 Very feasible
11 Relevant to everyday life 96 Very feasible
12 The accuracy of the activity confirmation section 92 Very feasible
13 The accuracy of the evaluation section 86 Very feasible

Average 90.46 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of material assessment
by experts shows very feasible qualifications, meaning that the subject matter in the teacher module has met
the criteria and is feasible to continue in the initial field trial.

Product validation by design presentation expert
The results of the module assessment by validation experts are visualized in Table 7.

Table 7. Design presentation aspect validation by experts

No Aspect Percentage (%) Qualification

1 Module cover design 84 Very feasible
2 Display of module contents 80 Feasible
3 Layout of module contents 88 Very feasible
4 Image color clarity 90 Very feasible
5 Writing color clarity 94 Very feasible
6 Display of attractive and colorful modules 90 Very feasible
7 Presentation of module contents 90 Very feasible

Average 88 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of the module
presentation by experts shows very feasible qualifications, meaning that the presentation of teacher module
has met the criteria and is feasible to continue in the initial field trials.

Product validation by linguist
Data from module validation on aspects of language are presented in Table 8.

Table 8. Readability validation aspects by experts

No Aspect Percentage (%) Qualification

1 Good and right Indonesian language 94 Very feasible
2 Terminology 96 Very feasible
3 Language clarity 96 Very feasible
4 Language compatibility 94 Very feasible
5 Attention to the code of ethics and copyright 92 Very feasible

Average 94.4 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of readability by expert s
shows very feasible qualifications, meaning that the teacher module has met the criteria of good and feasible
readability to continue in the initial field trial.

Product validation by learning media experts
Evaluation of learning instruments includes syllabus, lesson plans, assessment, and evaluation questions.

A summary of the validation of learning media aspect is presented in Table 9.

Table 9. Validation of learning media aspect by experts

No Aspect Percentage (%) Qualification

1 Teaching material 92 Very feasible
2 Learning process 94 Very feasible
3 Syntax of the guided-inquiry model in learning 88 Very feasible
4 Assessment 90 Very feasible
5 Activities that support learning 92 Very feasible
6 Subject matter that can improve the ability to argue 94 Very feasible
7 Aspect of argumentation skill 90 Very feasible

Average 91.42 Very feasible

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Based on the results of the validation, it is obtained that the average of all aspects of learning media by
experts shows very feasible qualifications, meaning that the learning media presented in the module have met
the criteria and are feasible to continue the initial field trials.

Product validation by evaluation expert

The validation summary of the evaluation aspect is presented in Table 10.

Table 10. Validation of learning evaluation aspect by experts

No Aspect Percentage (%) Qualification

1 Question material 90 Very feasible
2 Presentation of questions 90 Very feasible
3 Scoring 88 Very feasible
4 Dimension of knowledge process 94 Very feasible
5 Aspect of argumentation skill 96 Very feasible

Average 91.6 Very feasible

Based on the results of the validation, it is obtained that the average of all aspects of learning evaluation

by experts shows very feasible qualifications, meaning that the learning media in the teacher module has met
the criteria and is feasible to continue in the initial field trial. Assessment of the results of expert validation
shows that the validity of the subject matter, module characteristics, readability, learning media, contains
aspects of argumentation and evaluation of argumentation skill in the guided inquiry-based module supplied
with comics on the subject matter of human digestive system as targeted because the results of the fourth
validation are highly feasible. The results of expert validation indicate that the module product is feasible to
continue in the initial field trial, but still requires some improvements according to expert validation.

Product revisions were made to improve the initial product guided inquiry-based module with comics
based on suggestions from subject matter expert as validator, module presentation design expert as validator,
linguist as validator, learning media expert as validator, and practitioners, in addition to being based on
findings in the field. Table 11 containing results of suggestions and revisions from validators as experts.

Table 11. Suggestions and revised results from expert validators

No. Validator Suggestion Revision

1 Subject
Matter
Expert

 There is a part of the concept map that isn't right

 Pictures of the shape and number of teeth in the
description of comic give rise to misconceptions

 The writing system still has typos

 In the description of comic material, there are
concepts that can lead to misconceptions

 Addition and changes of words on concept maps

 Image changes and number of teeth in the
description of comic material

 Writing rules justification

 The addition of carbohydrate sources for noodles
so that there is no misconception

2 Module
Presentation
Design

 Basic colors are distinguished

 Mentioning of the name of the institution

 Title inside and front cover

 In the module identity, the name of the author
does not need a title degree

 Each Study Group must have subtitles

 Changing the basic colors

 The mention of the name of institution was
replaced by the study program

 Addition of title inside and front cover

 Elimination of titles in the name of the author

 Giving subtitles to each Study Group
3 Language  Use of command sentences in student learning

activities

 There is still a lack of punctuation

 Bibliography writing

 Replacement of command sentences is an
invitation sentence on Study Group

 Addition of punctuation is still insufficient

 Improvement of bibliography writing
4 Learning

Media
 Lack of concrete examples of one food source

 Decreasing indicators of Core Competence

 Addition of concrete samples of food source

 Improved of Core Competence indicators

Suggestions from validators as experts aiming to improve the initial product so that it can proceed to the

initial field-testing phase conducted by involving users in the school. The guided inquiry-based modules
supplied with comics that had been developed were then piloted in the initial field trial limited (small scale
test). The aim of the initial field trial is to gather information that can be used as material to improve the
product in the next revision. The initial trial involved 2 practitioners, 8 students in class 8.4 and 15 students in
class 8.3. The initial field trial was by giving a questionnaire for responses to the guided inquiry-based
modules supplied with comics on the material of Human Digestive System. The results of the initial field trials
of 2 Natural Science teachers of State Junior High School 3 of Surakarta are presented in Table 12.

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Table 12. Recapitulation of preliminary trial results by practitioners

No Aspect
Score Percentage (%)

Qualification
Practitioner 1 Practitioner 2 Average

1 Module content 100 100 100 Excellent
2 Subject matter 93.75 93.75 93.75 Excellent
3 Evaluation 100 100 100 Excellent
4 Presentation 100 96.87 98.43 Excellent
5 Language 100 100 100 Excellent
6 Module display 100 100 100 Excellent

Average 98.69 Excellent

Table 12 is the data from the results of the initial field trials based on teacher assessments through
questionnaires. The average score of the two teachers is 98.69% with very good qualifications. An
assessment by 8 students of grade 8.4 who had obtained the subject matter and 8 students of class 8.3 who
had not obtained the subject matter are presented in Table 13.

Table 13. Module assessment by students

No Aspect
Score Percentage (%) Qualification

Class 8.3 Class 8.4 Average

1 Module content 84.33 78.75 81.54 Excellent
2 Presentation 88.33 83.50 85.91 Excellent
3 Language 88.89 81.82 85.35 Excellent

Average 84.27 Excellent

The assessment of the guided inquiry-based learning modules supplied with comics on the subject matter
of human digestive system by the teacher in Table 12 and by students in Table 13 shows that content,
material, evaluation, presentation, language/readability and display of modules are very well qualified
according to the teacher and the average of all students, so that they can proceed to the operational field
test/effectiveness after correcting the module deficiencies based on the obtained suggestions. The teacher
explains that the module is good and requires a little improvement related to writing the wrong word, while
students explain that the module is good and interesting because it has been supplied with comics, pictures
and colors that are not boring so it is interesting to read, but there are some prints that are still blurred so that
they need to be fixed.

In addition to giving an assessment, the teacher also provides comments and suggestions. Suggestions
given by the teacher are used in the next implementation trial. Suggestions from teachers regarding the
modules that have been developed are presented in Table 14.

Table 14. Results of suggestions and revisions from education practitioners

No Practioners Suggestion Revision

1 Practitioner 1 The addition of glossary section will be better Adding the glossary
2 Practitioner 2 Table proportions

Addition of illustrations
Correction of table proportions
Addition of illustrations in science info, subject matter
summaries, and each student activity in the module.

Suggestions from practitioners were not carried out based on time considerations and the subject matter
felt was enough for the designed indicators. In the initial test, students also shared learning modules as well
as the teacher explained, and students pay attention to the module sheet by sheet. The activity is ended by
distributing the module assessment questionnaire to be filled out by students. The results of suggestions and
revisions from students can be seen in Table 15.

Table 15. Results of suggestions and revisions from students

No Suggestion Revision

1. There are some missing spaces Re-checking and fixing missing spaces
2. Addition of glossary Adding more words or terms to the glossary
3. Addition of images as in the competency test to make it more

interesting
Addition of illustration images to science info, and each
stage of student activity.

Stated that after the product design process is carried out the next step, expert validation is the stage of
assessment by experts on the product developed, then the design revision stage is to improve the existing
weaknesses in the product through expert suggestions. Validation is the first test conducted in research and

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development by presenting experts namely media experts, material experts, language and learning device
experts to assess the products produced (Sengupta-Irving & Enyedy, 2015; Soltis et al., 2015).

From the results of the validity that has been conducted by the subject matter expert as validator, learning
media expert, reading expert, design expert, practitioner and student, it can be stated that the guided inquiry-
based modules supplied with comics on the subject matter of human digestive system are suitable to be used
to improve students' argumentation skills. Because beside that specifically comics can help students develop
language skills, art activities, and creative statements in storytelling, dramatization, reading, writing, painting
and drawing, as well as helping them interpret and remember the contents of reading material.

CONCLUSION

Module design was divided into three parts, namely the beginning, contents, and closing. The contents
section consists of three sub-material, namely: 1) food substances; 2) food digestion organs and processes;
and 3) food digestive system disorders. Based on the results of the research, it can be concluded that the
guided inquiry-based modules supplied with comics fulfill the criteria that are very feasible as a learning
medium with a value of 88.28% in terms of medium, 94.8% in terms of language, 91.15% in terms of learning
media and 90.125% in terms of subject matter, which is obtained from the average results of each aspect of
the validation assessment of each expert in both the teacher module and student module. With validation and
feasibility tests carried out to experts, teachers and students, it can be expressed that the guided inquiry-
based modules supplied with comics on the subject matter of human digestive system are feasible and able to
improve students' argumentation skill.

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