Preliminary analysis of module development by setting arguments through the application of scientific inquiry models to improve students’ scientific attitudes

Abstract Physics learning use scientific methods based on scientific attitudes to solve the problems they face. This study aims to conduct a needs analysis related to the application of the scientific inquiry model through the development of teaching materials in the form of modules with the help of argumentation settings to improve students’ scientific attitudes in learning physics. This type of research is descriptive qualitative with a case study approach, where the research subjects are teachers and class X high school students in one of the schools located in Bima Regency. The data processed in this study are primary data analyzed from observation sheets and qualitative interviews. data analysis use Likert scale. The initial analysis carried out consisted of module analysis and analysis of students’ scientific attitudes. The module analysis results that 50% learning difficulties, 83% needs, 80% performance, and 74% of graduate competency standards. The analysis results for the scientific attitude of students on average are in the good category obtained from the analysis for each indicator that is asking 76%, open thinking 71%, respecting the facts 73% and, critical thinking 75%.