Discord-Enhanced Flipped Guided Inquiry Learning: A Modern Approach to Teaching Chemical Bonding to Improve Student Motivation

Abstract

The Merdeka Curriculum emphasizes independent and student-centered learning. In response to the rapid advancement of digital technology, the integration of technology in the learning process has become essential to achieving instructional goals more effectively. This study aims to develop a learning system based on Flipped Guided Inquiry Learning (FGIL) supported by the Discord application and to analyze its validity and practicality. The developed learning materials focus on the topics of acids and bases as well as the basic laws of chemistry for Phase E students at the senior high school level. This study employed an Educational Design Research (EDR) approach using the Plomp model, which includes the stages of preliminary investigation and prototype development. The research subjects consisted of three chemistry lecturers, two senior high school chemistry teachers, and nine Grade XI students from senior high school in Indonesia. The instruments used included content and construct validity sheets analyzed using Aiken’s V formula, along with practicality questionnaires completed by both teachers and students. The analysis results revealed that the developed learning system achieved high validity, with an average Aiken’s V score of 0.89 for both content and construct validity. Additionally, the practicality scores reached 92% from students and 96% from teachers, classified as highly practical. These findings indicate that the FGIL-based learning system utilizing Discord is feasible for use in chemistry instruction and has the potential to enhance student engagement and understanding in alignment with the principles of the Merdeka Curriculum.