Development Of A Sustainability-Based Science KIT To Enhance Science Inquiry and Science Motivation

Abstract

This study aims to develop a sustainability-based science kit centered on the activity of making scented candles that is valid, feasible, and practical for enhancing the scientific inquiry skills and science motivation of junior high school students. The research was motivated by students' limited ability to engage in scientific inquiry processes and their low motivation to learn science, issues stemming from the prevalence of teacher-centered instruction and a lack of contextual experimental activities. The study employed the Research and Development (R&D) method based on the Borg & Gall model, modified into five stages: preliminary study, planning, initial product development, expert validation, and product revision. The developed products include a Lesson Plan (RPP), Student Worksheet (LKPD), science module, and the sustainability-based science kit. Validity testing was conducted by subject matter and media experts, while practicality testing was carried out by science teachers acting as educational practitioners. Expert validation results showed an average score of 84.28% (categorized as highly feasible) for subject matter and 81.99% (highly feasible) for media. The practicality test conducted by educators yielded an average score of 98.39%, placing it in the highly practical category. The findings indicate that the sustainability-based science kit is of high quality, meets feasibility criteria, and is easily implemented in science instruction. Integrating the scented candle-making activity provides a contextual, active, and meaningful learning experience, thereby potentially fostering students' scientific inquiry skills and motivation. Thus, the sustainability-based science kit is suitable as an instructional innovation that supports the implementation of education for sustainability at the junior high school level.