Acid-Base Learning Outcomes to be Improved Through a Guided Discovery-Based Content Learning System

The purpose of this study is to assess the reliability, applicability, and efficacy of the Guided Discovery-Based Content Learning System. Analysis, design, development, implementation, and evaluation are the five steps of the ADDIE research model, which is the research methodology that was applied. Only steps 1 through 4 have been completed in this study. In order to determine efficacy, the data was gathered using questionnaires, validation sheets, practicality sheets, and pre-test post-test sets. This content-learning system has received 85% validation from three chemical education lecturers at Padang State University and three chemistry instructors from high schools, indicating that the method is valid. Three teachers and one class of 40 students participated in the practicality test. The practicality test result was 84%, indicating that the learning system was extremely useful. The N-Gain score, which displays an average of 79% with intermediate quality, provides evidence of the usefulness of the content learning system in enhancing student learning outcomes. Therefore, it can be said that this content learning system is successful in improving student learning outcomes.


Introduction
It's common knowledge that chemistry is a challenging scientific discipline.The existence of the three levels of matter representation, according to Gabel (1999), is not the main obstacle to comprehending chemistry.It is that chemistry instruction primarily takes place at the most symbolic, abstract level.The majority of students believed that chemistry lessons exclusively involved conducting lab practicums when they initially learned about the subject.This can be asserted to be accurate because, at its core, chemistry is an experimental science and that practically all of its knowledge comes from laboratory study.The use of specialized terminology and abstract notions makes chemistry slightly more challenging than other disciplines [1].
One of the chemistry materials for the even semester of the 11th grade of senior high school is the acid-base solution material.It is listed in the syllabus under basic competences 3.10 and 4.10, which deal with explaining the idea of acids and bases, as well as their strength and equilibrium of ionization in solution.This article examines the idea of acids and bases as perceived by specialists, the evolution of the acid-base theory, the categorization of acid-base compounds, and methods for calculating the pH of a solution [2].
Many facets of life, especially education, are still impacted by the COVID-19 pandemic.One of life's fundamentals, education, is disturbed.The process of teaching and learning cannot proceed normally during the COVID-19 epidemic.Even after the epidemic, this results in students having less excitement for learning, which has an impact on their academic performance.In order to apply the teaching and learning process during a pandemic, an alternative that is particularly helpful is online learning media [3].
Education professionals were pushed to restructure and update the educational system by the significant impact of technology.E-learning is a type of learning medium that was created as a result of the development of technology that offers contact in the field of education.E-learning is one of the now highly praised uses of online learning [4].There hasn't been a consensus on the new definition of elearning prior to now.
Electronics learning is known as e-learning.If science and technical development continue to support and combine with the traditional system (face-to-face), knowledge in the field of education will lag far behind [5].This calls for the use of both a direct science learning system and a digital technologybased learning system.The Content Learning System is the name of the creation of this educational system [6].
This merging can benefit from a popular form of content learning system called "MOODLE (Modular Object-Oriented Dynamic Learning Environment)".Using the principles of social constitutive pedagogy, the MOODLE software suite was developed for use in networks and websites that support online learning.Moodle is a particular kind of CLS (Content Learning System) made for online education.Moodle is sometimes referred to as a process, which is the use of information technology to apply instructional concepts and sequences.Moodle is an open-source product that is freely usable under the GNU license [7].
Experimentation and hypothesis testing are heavily emphasized in the action-based learning approach known as scientific discovery learning [8].Through experimentation with various domains and the inference of rules from those activities, students learn through guided discovery learning [9]- [10].The foundation of guided discovery learning is the idea that learning is a process rather than a body of knowledge.When someone learns, they build an understanding of the new information by methodically and planned connections to what they already know [11]- [12].
The fundamental tenet of discovery learning is that students can design their own experiments inside the domain and infer the laws of the domain independently, therefore increasing their knowledge [13].It is anticipated that they will comprehend the domain at a deeper level as a result of this constructive activity than they would if the teacher or an explanatory learning environment were to provide them with all of the essential information [14].
The Aiken's V scale was used to determine the validity result.The implementation of the student worksheet trial in learning provided the data for the practicality test.For teachers and students, practicality analysis techniques are used [17].In this practicality, two surveys will be given out to teachers and students, respectively.The questionnaire's results are then examined using Likert's Scale.Student response surveys are used to gauge students' comprehension.The student response survey revealed aspects of instruction and information, aspects of e-learning resources, aspects of e-learning activities, and aspects of design and e-learning facilities.
Pre-tests and post-tests were used to collect data on efficacy from the assessment sheet of student learning outcomes [18].After the learning process, students are given a test in the form of a post-test.The questions on the post-test are the same as those on the pre-test.A 5 is awarded for each question that is correctly answered.A student receives a score of 0 for wrong responses.After getting the value of the students, the N-gain formula is used to calculate the normalized Gain value.

Results and Discussion
A guided Moodle application for discovery learning on acid-base has been created.The Guided Discovery Learning System on Acid-Base must be developed in order to support learning, according to data gathered from the analysis stage using questionnaires that were given to students and a number of teachers at three public high schools in Padang City, namely SMAN 1 Padang, SMAN 13 Padang, and SMAN 14.The following guided discovery learning framework is used to construct the design of the guided discovery learning system on acid-base.The design of the Moodle appearance is shown in the following figure.

Average 85 Valid
According to Table 1's analysis of validity test data by six validators, the average of the elements evaluated to determine the viability of e-learning yielded an Aiken v value of 0.85, indicating that this aspect is thought to be genuine.This demonstrates the validity of the content learning system that has been established, as well as the system's pleasing look and user-friendliness.
A practicality test was conducted to understand more about the value of deploying a guided discovery learning system-based content learning model.Teachers and students are also requested to submit comments in accordance with their responses to serve as a guide for the revision.The researchers analyzed the data after the questionnaires were distributed.The practical value of the created content learning system model is evaluated based on the responses to the response questionnaire [19].The purpose of the teacher response survey is to evaluate how well students have learned.Table 2 displays the applicability of the instructors' survey responses.The results fall into the extremely high category, with the average percentage of replies to the teacher questionnaire for the guided discovery-based content learning technique in acid-base being 84%.In light of this, it is possible to consider the teacher's response to the questionnaire question concerning an acidbase guided discovery-based content learning system as being practical.The practicality of the questionnaire responses of students is shown in Table 3.Using Table 3, The average proportion of student questionnaire responses to the guided discoverybased content learning system for acid-base is 85%, placing them in the very high group, as indicated in the table.Consequently, we can infer that the teacher's response to a questionnaire about an acid-base guided discovery-based content learning method is applicable [19].After that, an N-gain test is carried out to reveal the effectiveness of the product, the results of the N-Gain analysis are shown in the following Table 4.  4's data.This increased N-Gain value suggests better learning outcomes for students [20].From the pretest to the posttest, this value shows a rise in the value of the experimental class.This is due to the fact that students who learn using a guided discovery learning-based content learning system perform better than those who learn conventionally in terms of memory retention and other forms of knowledge [21].

Conclusion
In order to build a valid, usable, and efficient content learning system to enhance student learning outcomes, a content learning system based on guided discovery learning on acid-base material has been redesigned.The product is legitimate if the validation reveals 85% of the kappa value percentage.Both questionnaires are for teachers' and students' actual practical responses, and the system has a high level of practice.With a 79% N-Gain value, the method is successful in enhancing learning outcomes.
The following recommendations are made by the authors: It is hoped that teachers will be able to use this guided discovery learning-based content learning system as an alternative teaching tool used in schools to teach acid-base material, and that students will be able to use it to find acid-base material.Teachers can provide learning strategies in their instruction to make chemistry learning more interesting.

Figure 4 .
Figure 4. Quiz displaySome validators validated the learning system.The following table displays the data analysis based on the guided discovery learning system's validity findings.

Table 1 .
Average of validity categories

Table 4 .
N-Gain result