Pengembangan Modul Pembelajaran Berbasis Inkuiri dalam Pembelajaran Bahasa Indonesia Siswa Kelas IV SD Negeri 5 Srikaton Kabupaten Musirawas Provinsi Sumatera Selatan

Abstrak

Learning Indonesian, especially in elementary schools, cannot be separated from the four language skills, namely listening, speaking, reading, and writing. Indonesian language learning is directed at increasing students' ability to communicate in Indonesian properly and correctly, both orally and in writing, as well as fostering an appreciation of the works of Indonesian human literature. Based on the results of field observations at SD Negeri 5 Srikaton, Musirawas Regency with class IV teacher Sugimin S.Pd.SD., that class IV had used the 2013 curriculum, the researcher found that the implementation of Indonesian language learning during the pandemic experienced a decrease in learning motivation due to the lack of face-to-face contact so that students it is difficult to concentrate on learning Indonesian and based on the teacher, the teacher hopes to have teaching materials or modules that have clear instructions so that they can be used during online learning. Teachers have not used varied learning modules and approaches so that students do not participate in the learning process and there are no interesting inquiry-based modules for students. The researcher also found that data on the results of the midterm exams for grade IV students in Indonesian subjects had not yet reached the Minimum Completeness Criteria (KKM). The KKM set by the school is 75. The learning module is one of the teaching materials in the form of a printed book which is very good for use in learning, the module is a book written with the aim that students can learn independently without teacher direction or guidance, the module displays teaching materials that have been enriched properly through development so that students can learn quickly. This type of research was designed using Research and Development (R&D) methods, which consisted of: 4 stages of development, namely define, design, develop, and disseminate, namely analysis, design, development, and dissemination. However, due to limited abilities, in this study the writing reached the third phase. To find out the feasibility of learning modules, validation tests and practicality tests were carried out. The validation test consisted of 3 experts, namely linguists, design experts, and materials experts. The practicality test was carried out by and 15 students of class IV. The results of this study indicate the validity of the learning modules developed based on linguists are categorized as "very valid" namely 92.5; material experts are categorized as "Valid" namely 64.1; while the "valid" learning design expert is 75. The practicality of learning media shows a practical result of 92.5% which is determined based on the results of the calculation of the teacher's response questionnaire, while for student responses it is 86.7% towards inquiry-based learning modules, so that inquiry-based learning modules are developed can be categorized as "Very Practical". Based on the test results it is known that students are in the complete category, which is equal to 86.7%.