Abstract:
The limitations of teaching materials in the implementation of distance learning coupled with students’ low problemsolving ability led to the need to develop teaching materials in the form of guided inquiry to improve students’ ability to solve
problems. This development research aims to determine the validity, practicality, and effectiveness of the Guided Inquiry Lesson
Based on Ethnoscience (GILBE) e-module. This development research employs the Research and Development (R&D) approach
with a 4D development model, meaning define, design, develop, and disseminate. GILBE e-module on colloid material was piloted
on 16 students SMA at Central Kalimantan in the limited trial and 30 students SMA at South Kalimantan in the broad trial. The
validity test was measured using a validation sheet. The practicality test was measured using a readability questionnaire, student
and teacher responses, and the effectiveness test was measured using a problem-solving ability test instrument in the form of ten
essay questions. Descriptive and inferential statistical analysis was used to analyze the data. The findings revealed that the
designed e-module matched valid, practical, and effective. The effectiveness is based on the p-value <0.05 in the limited and broad
trial of the N-gain of students’ problem-solving abilities in the high category and can be used in the chemistry learning process.
Further research will develop teaching materials for higher-order thinking that apply the GILBE model, which is of higher quality.
Keywords: e-module GILBE; colloid; problem-solving ability; chemistry learning
