A Practical Guide to a Solar-Powered Fruit Fly Trap for Developing Science Process Skills in Junior High School Students

Background: Practical science learning requires contextual learning resources that connect scientific concepts with authentic phenomena and local problems. At the study site, a needs analysis indicated a need for a structured practical guide for renewable-energy learning. Aims: This study developed and evaluated a practical guide integrating a solar-powered fruit fly trap and examined changes in students’ science process skills (SPS) after implementation. Methods: The study used research and development with the ADDIE framework. The guide was developed, revised through expert validation, and implemented with 30 ninth-grade students at SMP Negeri 07 Seluma, Bengkulu, Indonesia. Data were collected through observation, teacher interview, a student-needs questionnaire, expert validation, a 25-item student-response questionnaire, and a 30-item SPS pretest–posttest.Results: The needs questionnaire yielded a mean of 77.30%, with 10 of 31 students (32.26%) indicating the guide was very needed and 21 (67.74%) indicating it was needed. Expert validation yielded 93% for material, 90% for media, 87% for language, and 89% for SPS, with an overall feasibility of 89.75%. The mean SPS score increased from 51.25 to 90.17, a 38.92-point increase, with a mean N-gain of 0.798 (high); all eight SPS indicators were in the high category. Student responses averaged 83.97%, with 28 students (93.55%) classified as very good and two (6.45%) as good. Conclusion: The guide was judged very feasible and well received, and its implementation was accompanied by substantial pre–post improvement in SPS. Because the study used a one-group pretest–posttest design without a control group, the results should be interpreted as evidence of pre–post improvement rather than definitive causal proof.