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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 3, December 2021: 73-85 

©2021 Studies in Learning  
and Teaching 

 

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Influence of LKPD to Facilitate Cooperative Group Investigation in 
Improving Students' Science Process Skills  

*Suliwa 1, W Widodo2, Munasir3 
1Postgraduate of Science Education, Universitas Negeri Surabaya, Indonesia 

2Department of Physics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, 
Indonesia 

3Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia 

Article Info  ABSTRACT 

Article history: 

Received November 15, 2021 
Revised November 28, 2021 
Accepted December 1, 2021 
Available Online December 30, 2021  

This study purpose to know the effect of LKPD to facilitate group 
investigation cooperatives in improving students' science process 
skills in learning science material for object motion in class VIII MTs 
Al Miftah Modung for the 2020/2021 academic year. This research 
was conducted in two classes, namely the control class and the 
experimental class. The experimental class was taught using the 
cooperative group investigation model. While the control group 
also received the group investigation model learning with the same 
steps, but the experimental group had LKPD. The sample used was 
all students of class VIII as many as 20 students. The results of 
hypothesis testing students' science process skills were obtained 
score –ttable ≤ tcount ≥ ttable (-2.262  ≤ 5.071 ≥ 2,262) then Ho is rejected 
and Ha is accepted. The average percentage of implementation is 
90.25% with a very good category. the average student response 
questionnaire is 94% with a very good category. Based on the 
results of the data analysis, it can be concluded that there is an 
influence of LKPD to facilitate group investigation in improving 
science process skills student. 

Keywords: 

LKPD (Student Worksheet) 
Group Investigation 
Learning Activities 
Science Process Skills 

 
https://doi.org/10.46627/silet  

INTRODUCTION  
Education is an important place which provides all the knowledge, scientific attitudes and 
various kinds of skills that students need in fulfilling their daily needs. The US-based 
association stated that the skills needed in the modern 21st century are "four skills", 
communication, collaboration, critical thinking, and creative (Zubaidah, 2016). These skills are 
very important to be trained on students in every subject, especially the science in motion of 
objects. One of the skills that the researchers examined in this research is science process skills 
as one of the skills that students must possess because the indicators contain skills in facing the 
era of 21st century progress. 

Science learning is essentially developing amount of skills that are in accordance with the 
changes in the current era towards the future era (Suastra, 2009). The skills in meant are 
scientific process skills, scientific products (concepts, understanding, facts, ideas), and scientific 
attitude. The implementation of the nature at science learning in learning is the responsibility of 
the teacher as a transmitter, regulator, facilitator in learning, and students as learning actors 
(student-centered learning). 

Carin and Sund (1989) stated that science has three major elements: attitude, process 
methods and products. This formula is a benchmark that science/science learning is 
emphasized not only on the product, but also on attitudes and processes. Process abilities that 

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are expected to be possessed by students in this case are science process skills. Science process 
skills are the benchmark for the implementation of the K13 curriculum adopted by education in 
Indonesia. 

The fact during the learning process in the field the teacher acts as a source of knowledge 
information but students only act as recipients of knowledge information. Teachers should act 
more as facilitators and motivators in the implementation of learning activities so that learning 
objectives can be achieved as expected. The impact on the knowledge gained is only limited to 
mere memorization, not on the basis of aspects of the student's process. In fact, to get the 
discovery of concepts, experiences, facts or principles required a process skill. The process skills 
in meant are science process skills. 

However, in the actualization of learning in schools, the opposite facts were found. Based 
on observations at MTS al Miftah Bangkalan, especially in learning science class VIII on object 
motion material it is felt very boring because the process of presenting learning carried out by 
the teacher, among them 1) monotonous / not dynamic, 2) textbooks are the main source, 3) 
lecture learning method , and discussion is more dominant in learning, 4) learning has not 
taught and trained science process skills but more on the basic skills of memorizing and taking 
notes, 5) learning has not trained and developed skills that can foster student curiosity or 
scientific attitude. 

Viyayanti and Dwikoranto (2021) said that cooperative learning was chosen because it was 
considered suitable and appropriate to achieve the learning objectives, for improving students' 
science process skills. Students can work together on groups in finding, compiling, processing, 
and communicating related problems at material motion of objects directly. Cooperative 
learning model is a learning model that requires the active involvement of students to work 
together in heterogeneous groups with learning success determined by working together with 
groups, the purpose of forming groups in cooperative learning models is to provide 
opportunities for all students to be actively involved. active in the process of thinking and 
learning activities. Slavin (2010) suggests that group investigation cooperative learning has a 
great opportunity to improve cooperative relationships between students and other students in 
achieving common goals through small group discussions. This is an important reason that 
researchers are interested in applying the group investigation model at MTs AL Miftah schools 
to improve students' science process skills. 

Sanjaya (2008) said that the factors influence the learning process system include students, 
teachers, facilities and infrastructure, as well as environmental factors are also involved. 
Technological advances that are growing rapidly, especially in the industrial era 4.0 provide 
solutions to make learning seem interesting, namely by utilizing technology in the manufacture 
of learning media that helps in the process of delivering material to students. In this study, 
researchers used student worksheets (LKPD) to facilitate cooperative group investigation 
models so that students were directed and systematically measured so that science process 
skills could be seen in students. 

Science process skills are classified into two, namely basic and integrated science process 
skills. Basic science process skills include observing, inferring, measuring, classifying, 
predicting/predicting, and communicating (Gasila et al., 2019). Meanwhile, integrated science 
process skills include identifying problems, controlling variables, formulating hypotheses, 
reading graphs, interpreting data, defining operations, and conducting experiments (Sayekti, 
2017). In this study, the indicators of science process skills used were formulating problems, 
formulating hypotheses, formulating variables, planning experiments, conducting experiments, 
presenting tables, concluding, and communicating 

RESEARCH METHOD  
Research Design 
This research is included in the Pretest-Posttest control Group Design, namely the experimental 
group and the control group (Hardani, 2020). In this research design, observation was applied 

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during the pretest, the learning process used teaching materials in the form of LKPD, and 
posttest. The comparison obtained from the results of the pretest and posttest between the 
control and experimental groups will be analyzed and assumed to have an effect after being 
given treatment in the form of Group Investigation cooperative learning with student learning 
aids in the form of LKPD. During the learning process, science process skills will be assessed 
either as a group or each student. The design can be described as follows. 

Tabel 1. Design Research 
O1  O2 

O3 X O4 

 
Description: 
O1: Pretest, serves to find out how students' knowledge of the material to be taught before being 
given treatment in the control group 
O2: posttest control group. 
X: treatment, namely learning using the Group Investigation cooperative model with learning 
aids in the form of LKPD on object motion material. 
O3: Pretest experimental group. 
O4: posttest experimental group. 

Research Procedure 
This research was conducted in two classes, namely the control class and the experimental class. 
The experimental class was taught using the cooperative group investigation model. While the 
control group also received the group investigation model learning with the same steps, but the 
experimental group had LKPD. 

Subject, Place and Time of research 
The subjects of this study were all students of class VIII MTs Al Miftah for the academic year 
2020/2021 with a total of twenty students. 10 students were randomly selected as research 
subjects who received treatment. 
 
Achievement Indicators  
The indicators of science process skills studied include formulating problems, formulating 
hypotheses, formulating variables, planning experiments, conducting experiments, presenting 
tables, concluding, and communicating. Formulating problems with student achievement being 
able to find and formulating problems in the form of questions about an event, information or 
data. Formulating variables with student achievement being able to find and understand the 
variables involved in the problem. Planning experiments with the achievement of the ability to 
compose work steps in writing, determine experimental variables, create and apply work steps 
and how to process data. Conduct experiments with the achievement of students being able to 
use tools and materials in experiments, able to control the variables involved, and able to take 
measurements according to work steps. Presenting tables with student achievements in 
processing experimental data, organizing data in tabular form that makes it easier to inform 
data and makes it easier to draw conclusions. Concluding with the achievement of students are 
able to provide a final decision which is the essence of the problem based on data or 
information. Communicating with the achievement of students are able to convey the results of 
experimental data directly in front of the class in the form of suggestions, responses, criticisms, 
and information or conclusions from the experiment. The achievement of each indicator is 
declared complete if it gets a score above 65. 

 

 

 

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DATA ANALYSIS 
Validation of Learning Tools 
Instruments of learning tools include lesson plans, LKPD, and questionnaires. As for the 
implementation of the learning instrument, before being used, the validity test was carried out 
first. The results of the validation were analyzed using the combined mean percentage formula 
to determine the validity of the learning tools. 

𝑉 =
𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑

max 𝑠𝑐𝑜𝑟𝑒
 𝑥 100% 

The assessment category for the validation results is shown in the table below: 

Table 1. Category of learning tool validity 

Score Category 

0% - 24% Invalid and not worth using 
25% - 49% Worth using with many revisions 
50% - 74% Worth using with a little revision 
75% - 100% Valid and suitable for use without revision 

Test Instrument Validation 
Before the test was used to measure students' understanding, the validity and reliability of an 
instrument were first measured from the assessment of the validator team. The analytical steps 
carried out for the test items include validity and reliability. The test consists of two kinds, 
namely pretest and posttest with the same questions. 
The measurement of validity uses the Aiken item validity index which is formulated as follows: 
 

V =
∑ 𝑆

n (c − 1)
 

(Aiken, 1980) 
Description:  
V : Value index validity 
S : r – I0 
n : Number of validators 
l0 : Lowest validity value 
C : Highest validity value  
r : Value given by validator 

 
 

The results of the value index validity are in the range of values 0 – 1. Items with a validity 
index ≤ 0.4 are categorized as invalid, but if the validity index ≥ 0.8 is categorized as very valid. 
The category of the results of the validity index is stated as follows: 

Table 2.Validity Correlation Coefficient 

Percentage Category 

0.8 < V 1.0 Very high 
0.6 < V 0.8 High 
0.4 < V 0.6 Enough 
0.2 < V 0.4 Low 

0 V 0.2 Very low 

(Arikunto, 2015) 

Reliability 
Reliability is carried out to test the stability of the instrument used. Instrument reliability testing 
(Utami et al., 2019) uses the Borich reliability formula: 
 

R = [1 −
A−B

A+B
] x 100% 

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Description: 
A : Frequency of the highest value of the validator 
B : Frequency of the lowest value of the validator 
 

The results of the assessment data from the validator will be tested using formula 3.2 to 
determine the reliability of the test instrument. The test is said to have good reliability if the 
value obtained is ≥ 75%. 

Item Sensitivity 
Sensitivity analysis was carried out to determine how much the ability of each test item was to 
distinguish between students with high abilities and students with low abilities. The sensitivity 
index of essay questions is calculated using the following calculation formula: 
 

𝑆 =
∑ 𝐵𝑛1 𝑝𝑜𝑠𝑡 −  ∑ 𝐵

𝑛
1 𝑝𝑟𝑒

𝑁(𝑠𝑐𝑜𝑟𝑒𝑚𝑎𝑥 −  𝑠𝑐𝑜𝑟𝑒𝑚𝑖𝑛)
 

(Gronlund, 2016) 
Description: 
S   : Sensitivity index  
N   : Total number of students 
Scoremax : The maximum score obtained by students 
Scoremin : The minimum score obtained by students 
∑ 𝐵𝑛1 𝑝𝑜𝑠𝑡 : Total score of students after learning 

∑ 𝐵𝑛1 𝑝𝑟𝑒  : Total score of students before learning 

 
The items are said to be good and sensitive to learning if the sensitivity value is ≥ 0.30.  

Difference Power 
Purwanto (2010) said that difference power is the ability of items to distinguish students with 
high understanding (upper group) and students with low understanding (lower group). The 
difference power of essay questions is calculated using the following formula: 

 

𝐷𝐵 =
�̅�𝐴−�̅�𝐵
𝑥𝑚𝑎𝑥

 

(Arikunto, 2015) 
Description: 
DB : The value of discriminating power of essay questions 
�̅�𝐴 : The average value of the students in the upper group 
 �̅�𝐵 : The average value of the lower group students 
Xmax : The maximum value of the question 
 
The results of differentiating power values and assessment categories are stated in the table 
below:  

Table 3. Difference Power Category 
Score Category 

0.71-1.00 Very good 
0.41-0.70 Well 
0.21-0.40 Medium 
0.00-0.20 Bad 

(Arikunto, 2015) 

 

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Question Difficulty Level 
Arifin (2013) argues that "the calculation of the level of difficulty of a question is a measurement 
of how big the degree of difficulty of a question is". The difficulty level of the essay questions is 
calculated using the formula. 

TK =
�̅�

𝑥𝑚𝑎𝑥
 

Description: 
TK : Difficulty level 
�̅� : The average score obtained by students for each item 
Xmax : Question maximum score  
 
With the category of the difficulty level of the question. 

Table 4. Difficulty Category 

Score Category 

0.71-1.00 Easy 
0.31-0.70 Medium 
0.00-0.30 Difficult 

(Arifin, 2013) 

Learning Implementation 
Learning completeness data from observers was analyzed to measure the practicality of the 
lesson plans in terms of the level of implementation of the planning stages during the learning 
process, calculated using the following formula: 
 

𝐿𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝐼𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑡𝑖𝑜𝑛 =
𝛴𝑥

𝑛
x 100% 

(Arikunto, 2015) 
Description: 
P : Percentage Value of Learning Implementation 
x : Total Value  
N : Number of Questions 
 
The results of the analysis are then converted into the following implementation categories: 

Table 5. Category of Learning Implementation Value 

Percentage Category 

86% - 100% Very good 
71% - 85% Well 
51% - 70% Not enough good 
Value 50% Not good 

(Arikunto, 2015) 

Student Response Questionnaire 
Questionnaires were given to students after receiving treatment, namely the application of 
LKPD in facilitating cooperative Group Investigation. Questionnaire containing 10 questions 
containing indicators of model suitability, model help, model attractiveness, and model 
convenience with Likert scale categories, namely, STS (strongly disagree), TS (disagree), S 
(agree), SS (strongly agree). The results of the questionnaire were then analyzed to determine 
student responses to the LKPD cooperative model of Group investigation with the mean 
formula (the average score obtained): 
 

𝑠𝑐𝑜𝑟𝑒 =
𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑

max 𝑠𝑐𝑜𝑟𝑒
 𝑥 100% 

 

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Table 6.Category of Student Response Questionnaire Assessment 

Percentage Category 

0% - 25% Not very good 
26% - 50% Not good 
51% - 75% Well 

76% - 100% Very good 

Observation of Students' Science Process Skills 
Observation data on indicators of science process skills in experiments I and II were analyzed 
using the formula: 
 

𝑆𝑐𝑜𝑟𝑒 𝐾𝑃𝑆 =
𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑

max 𝑠𝑐𝑜𝑟𝑒
 𝑥 100 

 

With the category of achievement of science process skills 

Table 7. Science Process Skill Achievement Category 

KPS achievement value Category 

0 - 20 Not very good 
21 - 40 Not good 
41 - 60 Enough 
61 - 80 Well 

81 - 100 Very good 

Hypothesis Testing 
Testing the hypothesis to answer the hypothesis above by calculating the posttest value data for 
the experimental group with the control group posttest using the free sample t-test (t-test) 
formula, if the data is parametric at a significance level of 5% (0.05) (Sugiyono, 2015), namely: 

𝑡ℎ𝑖𝑡𝑢𝑛𝑔 =
𝑋1̅̅ ̅ − 𝑋2̅̅ ̅

√
𝑠1

2. 𝑛2 + 𝑠2
2. 𝑛1

𝑛1𝑛2

 

Information:  
t     : T value count 
𝑋1̅̅ ̅  : Average data group 1 
𝑋2̅̅ ̅  : The mean of group data 2 
s1   : The value of the standard deviation of group data 1 
s1   : Standard deviation value of group data 2 
n     : Number of samples 
 
The basis for making hypothetical decisions are: 
If -ttable < tcount < t-table, it can be concluded that H0 is accepted and Ha is rejected. 
If –ttable ≤ tcount ≥ t-table, it can be concluded that H0 is rejected and Ha is accepted. 

RESULTS AND DISCUSSION  
Observation of the Science Process Skills of the experimental group in Group 
John Dewey's view on Group Investigation model is “a group learning model that can 
encourage student activity and involvement in research” (Slavin, 2010). This view is in line with 
the thoughts Sharan (1980) which states that the group investigation model is formed into small 
groups with group members of 2-6 people, each group chooses a topic and makes a report 
which is then presented with students communicating with each other and exchanging ideas. 
The science process skills of students in each group for experiments I and II of the experimental 
class can be seen in Figure 1. 

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Figure 1. Graphics of PPP Experiments I and II Experimental Groups 
 

Figure 1 above shows that in the first experiment, the group that got the lowest score was 
group II with a score of 72.50 and the group that got the highest score was group I with a value 
of 74.37. In experiment II, the group that got the lowest score was group II with a score of 86.88 
and the group with the highest score was group I with a score of 90.63. the data showed that the 
science process skills of all groups in the experimental group increased in experiment II 
compared to experiment I. This was because on average all groups in experiment II had better 
understanding of some aspects of science process skills from the previous experiment. Because 
the members of the experimental group II had received discussion from the teacher in the first 
experiment, where the material is not much different from the experiment II in which they did, 
so that students more easily understand the experiments carried out in experiment II. 

Experimental Group Science Process Skills in terms of Indicators 
Science process skills in terms of indicators were obtained by calculating the average score for 
each indicator of science process skills in both experiment I and experiment II. The average 
science process skills of students in each indicator on experimental I and II can be seen in table 
8. 

Table 8. The Value of the Experimental Group KPS Indicators in Experiments I and II. 

Aspect 
Science process skills score 

Group 1 Category  Group 2 Category Average category 

Formulate the 
problem 95 Enough  95 Very good 95 Very good 
Formulating a 
hypothesis 90 Very good 97.5 Very good 93.75 Very good 
Formulating 
variables 50 Enough 75 Good 62.5 Good 
Planning an 
experiment 85 Very good 92.5 Very good 88.75 Very good 
Doing an experiment  75 Good 85 Very good 80 Good 
Serving table 50 Enough 85 Very good 67.5 Good 
Conclude  77.5 Good 95 Very good 86.25 Very good 
Communicating  65 Good 85 Very good 75 Good 

Average score  81.09 Very good 

 
Table 8 above shows that the average of each indicator of students' science process skills is in 
the very good category and has increased in practicum II, but in the first experiment there are 

74,37 72,50

90,63 86,88

0

10

20

30

40

50

60

70

80

90

100

Group 1 Group 2

experiment 1 experiment 2

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several skill indicators that are classified as quite good, namely the skill in formulating variables 
and the skill in presenting tables. 

Observation of Control Group Science Process Skills in Groups 
The group investigation model is essentially a model designed to guide and train students in 
defining problems, exploring problems, collecting data, developing and testing hypotheses 
(Trikasari, 2016). In applying this model students are actively involved in planning both the 
topic and the course of the investigation. Average of students' science process skills in groups in 
experiments I and II the experimental group can be seen in Figure 2. 

 
Figure 2. Graph of Science Process Skills of Control Group Students 

 
Figure 2 above shows that the group data in the first experiment which obtained the lowest 

score was group I with a value of 55 and the group with the highest score was group II with a 
value of 56.88. In experiment II, the group that got the lowest score was group II with a score of 
63.13 and the group with the highest score was group I with a score of 67.50. Shows that the 
science process skills of all groups in the control group have increased in experiment II 
compared to experiment I. However, the increase is not relatively far, so many aspects of 
science skills are categorized as incomplete according to the KKM. This is because students are 
still confused about what they should do in the experiment because students do not have a 
structured guide when conducting the experiment. 

Control Group Science Process Skills in terms of Indicators 
Science process skills in terms of indicators were obtained by calculating the average score for 
each indicator of science process skills in both experiment I and experiment II. The average 
science process skills of students in each indicator on experimental I and II can be seen in table 
9. 

Table 9. The Value of the Control Group KPS Indicators in Experiments I and II 

 Aspect 
Science process skills score 
Group 1 category Group 2 category average  category 

Formulate the problem 60 Enough  67.5 Good 63.75 Good 
Formulate a hypothesis 55 Enough 60 Good 57.5 Good 
Formulate variables 50 Enough 67.5 Good 58.75 Enough 
Planning an experiment 57.5 Enough 65 Good 61.25 Good 
Do an experiment  57.5 Enough 67.5 Good 62.5 Good 
Drawing graphs/tables 50 Enough 65 Good 57.5 Enough 
Interpretation 60 Enough 67.5 Good 63.75 Good 
Communicate 57.5 Enough 62.5 Good 60 Enough 

average score     60,625 Enough 

 

55,00 56,88
67,50 63,13

0

20

40

60

80

100

Group 1 Group 2

Experiment 1 Experiment 2

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Table 9 above shows that the average science process skills of all indicators in experiment I 
are categorized as good enough and have increased in experiment II, it's just that on average all 
indicators of science process skills are categorized as good enough and have not been 
completed in KKM in experiment I. The skill indicator in experiment II seems to have increased 
and is classified as good category with 75% of all science process skills complete. 

Hypothesis Testing of Students' Science Process Skills 
Based on the results of the prerequisite test, the analysis of the results of the pretest and posttest 
of students' science process skills, it was concluded that the experimental group and the control 
group had data that were normally distributed and the variance was homogeneous. Testing the 
research hypothesis to determine the effect of LKPD in facilitating group investigation to 
improve Students' Science Process Skills by using a free sample t-test in the SPSS version 20.00 
program. Based on the results of the homogeneity test and posttest normality of the 
experimental-control group, it showed that both groups had homogeneous and normal 
variances, so that the requirements for using the free sample t-test in testing the hypothesis 
were fulfilled. Hypothesis decision making is if tcount < ttable then Ho is accepted and Ha is 
rejected, whereas if tcount ≥ ttable then Ha is accepted and Ho is rejected. 

Table 10. Hypothesis Test Results of Students' Science Process Skills 

 Levene's Test for Equality 
of Variances 

t-test for Equality of Means 

F  Sig.   T Sig. (2-tailed) 

Score  Equal variances assumed 1.817 .194 5.071 .000 
Equal variances not assumed 5.071 .000 

 
Table 10 above shows that the tcount value is 5.071, when compared with the value ttable with 

degrees of freedom dk = 9 and a significance level of 5% is 2.262. Both tcount and ttable values meet 
the pattern –ttable < tcount > ttable (-2.262 < 5.071 > 2.262), so it can be concluded that Ho is 
rejected and Ha is accepted. These results indicate that there is a significant effect of using 
LKPD in facilitating group investigation to improve students' science process skills. 

Student Response Questionnaire Analysis 
The results of the analysis of filling out the student response questionnaire sheet on the motion 
material using the LKPD-based Group Investigation learning model can be seen in Table 11. 

Table 11. Student Response Questionnaire Analysis 

No Questionnaire indicators 
Evaluation 

Percentage Category 

1 Suitability 96% Very good 

2 Help 87.5% Very good 

3 Convenience 96.25% Very good 

4 attractiveness 96.25% Very good 

 Total 94% Very good 

 
Table 11 above shows the average percentage of total student responses in the use of the 

LKPD-based Group Investigation learning model is 94% with a very good response category. 
The data shows how happy students are in learning. The atmosphere of active and fun learning 
activities cannot be separated from the characteristics of the LKPD-based group investigation 
model. This is in line with the opinion expressed by Wahyuni et al. (2018), which states that the 
group investigation model will make students actively explore, build, and develop concepts, 
provide opportunities for students to develop science process skills, students get more attention 
when compared to lecture system, as well as enabling students to understand and fully 
understand the concepts taught by the teacher, because they were directly involved in the 

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experiment. In addition, visually the results of the student response questionnaire applying the 
LKPD-based Group investigation learning model can also be seen in Figure 3. 

 

Figure 3. Student Response Questionnaire Diagram 

Teacher Learning Implementation 
The opinion of BSNP in Sulistiyono (2014) which states that the implementation of learning is 
the actualization of the Learning Implementation Plan (RPP). The results of the analysis of 
filling out the observation sheet on the implementation of teacher learning in the experimental 
class using the LKPD-based Group Investigation learning model can be seen in Table 4.18. 

Table 12. Learning Implementation Analysis 

No 
The Implementation of 

learning 
Observer 1 Observer 2 

Average 
percentage 

Category 

1 meeting 1 89% 94% 0.915 very good 

2 meeting 2 89% 89% 0.89 very good 

 

Average score 0.9025 

Category very good 

 
Table 12 above shows the average value of the total percentage of teacher learning 

implementation of object motion material using the LKPD-based Group Investigation learning 
model in the experimental group of 90% with the category of very good learning 
implementation. This shows that the teacher has carried out learning very well with the 
learning steps that have been fulfilled. In addition, visually the results of the analysis of the 
implementation of teacher learning in the subject of motion of objects using the LKPD-based 
Group Investigation learning model can be seen in Figure 4. 

 

Figure 4. Teacher Learning Implementation Diagram 

CONCLUSION 
Research conducted in class VIII of MTs Al Miftah Modung for the 2020/2021 academic year on 
science learning material motion objects using LKPD to facilitate cooperative group 
investigation in improving students' science process skills it was concluded that there was an 

0%
20%
40%
60%
80%

100%
96% 88% 96% 96%

positive scale

85%

90%

95%

Meeting I Meeting II

89% 89%

94%

89%

Observer I Observer II

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influence of LKPD to facilitate group investigation in improving science process skills student. 
With the average achievement of indicators of science process skills in the experimental group 
of 81.09 in the very good category, while the average indicator of science process skills in the 
control group is 60.625 in the enough good category. With the percentage of student response 
questionnaires of 94% in the very good category and the percentage of learning implementation 
of 90.25 in the very good category. 

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Author (s): 

* Suliwa (Corresponding Author) 
Graduate student of science education at Surabaya State University 
Universitas Negeri Surabaya, 
Jl. Lidah Wetan, Surabaya 60213, Indonesia 
Email: suliwa.18051@mhs.unesa.ac.id  

 

Wahono Widodo 
Department of Physics Education, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: wahonowidodo@unesa.ac.id  

 

Munasir 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: munasir_physics@unesa.ac.id  

 

https://doi.org/10.46627/silet.v2i3.85
https://scie-journal.com/index.php/SiLeT
mailto:suliwa.18051@mhs.unesa.ac.id
mailto:wahonowidodo@unesa.ac.id
mailto:munasir_physics@unesa.ac.id

