Jurnal Inovasi Pendidikan IPA
Keywords
Guided Inquiry, Science Process Skills, Cognitive Learning Outcomes
Document Type
Article
Abstract
Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains (KPS) dan hasil belajar kognitif siswa melalui model pembelajaran inkuiri terbimbing serta untuk mengetahui korelasi KPS terhadap hasil belajar kognitif. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Bojong Kabupaten Pekalongan tahun ajaran 2016/2017. Penelitian ini merupakan penelitian quasi experiment dengan desain control group pretest posttest. Pengambilan data dilakukan dengan metode tes dan observasi. Pembelajaran inkuiri terbimbing diterapkan pada kelas eksperimen sedangkan Direct Instruction (DI) diterapkan pada kelas kontrol. Hasil penelitian menunjukkan peningkatan KPS kelas eksperimen sebesar 0,52 sedangkan kelas kontrol sebesar 0,33. Pada penelitian ini, aspek keterampilan proses sains yang memperoleh hasil optimal adalah aspek observasi, mengukur, melakukan percobaan, dan komunikasi. Peningkatan hasil belajar kognitif kelas eksperimen sebesar 0,53 sedangkan kelas kontrol sebesar 0,38. Berdasarkan hasil penelitian tersebut menunjukkan bahwa peningkatan kelas eksperimen baik KPS maupun hasil belajar kognitif lebih tinggi dibandingkan kelas kontrol. Hasil uji korelasi pearson menunjukkan bahwa KPS memberikan pengaruh positif terhadap hasil belajar kognitif siswa dengan hasil output korelasi pearson r(35)=0,554; . Sehingga dapat disimpulkan bahwa penerapan model pembelajaran inkuiri terbimbing dapat meningkatkan KPS dan hasil belajar kognitif siswa serta memberikan pengaruh positif antara KPS terhadap hasil belajar kognitif siswa.
Kata kunci: inkuiri terbimbing, keterampilan proses sains, hasil belajar kognitif Application of Guided Inquiry Learning Model to Improve SPS and Student Learning Outcomes for Junior High School Grade VIII
Abstract
The aim of this reseach is to improve the Science Prosess Skill (SPS) and to find out the student cognitive learning outcomes by guided inquiry learning models and also to find out the corelation of SPS and student's learning outcomes. The populations of this reseach is 8th grade of SMP Negeri 1 Bojong's students on 2016/2017 school year, in Pekalongan city. The kind of this research is quasy experimental research used control group pretest posttest design. The datas took by test and observation method. Guided inquiry learning was applied in experimental class while direct instruction was applied in control class instead. The results of this research shown 0.52 for experimental class while 0.33 for control class in improvement of SPS. In this research, the aspects of improvement of SPS which got optimal result is observation, measurement, experiment, dan comunications aspect. The improvement of cognitive learning outcomes for experimental class is 0.53 while 0.38 for control class. Based on the results of this research, experimental class got higher point for SPS and cognitive learning outcomes than control class. The result of analisys in pearson corelation shown that SPS gave more positive effect for student cognitive learning outcomes at points r(35)=0.554; p<0.01 for pearson corelation score. From this research can be conclude that applyng the guided inquiry learning models can improve SPS and student cognitive learning outcomes and also give more positive effect of SPS in student cognitive learning outcomes. Keywords: Guided Inquiry, Science Process Skills, Cognitive Learning Outcomes
First Page
150
Last Page
160
Page Range
150-160
Issue
2
Volume
3
Digital Object Identifier (DOI)
10.21831/jipi.v3i2.14871
Source
https://journal.uny.ac.id/index.php/jipi/article/view/14871
Recommended Citation
Iswatun, I., Mosik, M., & Subali, B. (2017). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan KPS dan hasil belajar siswa SMP kelas VIII. Jurnal Inovasi Pendidikan IPA, 3(2), 150-160. https://doi.org/10.21831/jipi.v3i2.14871
References
Abungu, H. E., Okere, M. I. O., & Wachanga, S. W. (2014). The effect of science process skills teaching approach on secondary school students' achievement in chemistry in Nyando District, Kenya. Journal of Educational and Social Research (Vol. 4). Retrieved from http://www.mcser.org/journal/index.php/jesr/article/view/4101
Ahtee, M., Suomela, L., Juuti, K., Lampiselkä, J., & Lavonen, J. (2012). Primary school student teachers' views about making observations. Nordic Studies in Science Education, 5(2), 128. https://doi.org/10.5617/nordina.346
Akinbobola, A. O., & Afolabi, F. (2010). Analysis of science process skills in West African senior secondary school certificate physics practical examinations in Nigeria. Bulgarian Journal of Science and Education Policy (BJSEP), 4(1), 32-47. Retrieved from http://bjsep.org/getfile.php?id=64
Ambarsari, W., Santosa, S., & Maridi, M. (2013). Penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dasar pada pelajaran biologi siswa kelas VIII SMP Negeri 7 Surakarta. Pendidikan Biologi, 5(1). Retrieved from http://jurnal.fkip.uns.ac.id/index.php/bio/article/view/1441
Ariani, M., Hamid, A., & Leny, L. (2017). Meningkatkan keterampilan proses sains dan hasil belajar siswa pada materi koloid dengan model inkuiri terbimbing (guided inquiry) pada siswa kelas XI IPA 1 SMA Negeri 11 Banjarmasin. Quantum (Jurnal Inovasi Pendidikan Sains), 6(1). Retrieved from http://ppjp.unlam.ac.id/journal/index.php/quantum/article/view/3242
Bilgin, I. (2009). The effects of guided inquiry instruction incorporating a cooperative learning approach on university students' achievement of acid and bases concepts and attitude toward guided inquiry instruction. Scientific Research and Essay, 4(10), 1038-1046. Retrieved from http://www.academicjournals.org/sre
Cheung, D. (2007). Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education, 6(1), 107-130. https://doi.org/10.1007/s10763-007-9102-y
Damawiyah, S., & Sani, R. A. (2015). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar siswa pada materi pokok usaha dan energy di kelas VIII semester II SMP Negeri 1 Pagajahan. INPAFI (Inovasi Pembelajaran Fisika), 3(2).
Eggen, P., & Kauchak, D. (2012). Strategi dan model pembelajaran. Jakarta: Indeks.
Kang, J., & Keinonen, T. (2017). The effect of student-centered approaches on students' interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Research in Science Education, 1-21. https://doi.org/10.1007/s11165-016-9590-2
Maretasari, E., Subali, B., & Hartono, H. (2012). Penerapan model pembelajaran inkuiri terbimbing berbasis laboratorium untuk meningkatkan hasil belajar dan sikap ilmiah siswa. Unnes Physics Education Journal, 1(2). https://doi.org/10.15294/upej.v1i2.1375
Murningsih, I. M. T., Masykuri, M., & Mulyani, B. (2016). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan sikap ilmiah dan prestasi belajar kimia siswa. Jurnal Inovasi Pendidikan IPA, 2(2), 177. https://doi.org/10.21831/jipi.v2i2.11196
Ongowo, R. O., & Indoshi, F. C. (2013). Science process skills in the Kenya certificate of secondary education biology practical examinations. Creative Education, 4(11), 713-717. https://doi.org/10.4236/ce.2013.411101
Rahmasiwi, A., Santosari, S., & Sari, D. P. (2015). Peningkatan keterampilan proses sains siswa dalam pembelajaran biologi melalui penerapan model pembelajaran inkuiri di kelas XI MIA 9 (ICT) SMA Negeri 1 Karanganyar tahun pelajaran 2014/2015. In Seminar Nasional XII Pendidikan Biologi FKIP UNS 2015 (pp. 428-433). Surakarta: Universitas Sebelas Maret. Retrieved from https://media.neliti.com/media/publications/174936-ID-none.pdf
Ratunguri, Y. (2016). Implementasi metode pembelajaran eksperimen untuk meningkatkan keterampilan proses sains mahasiswa PGSD. PEDAGOGIA: Jurnal Pendidikan, 5(2), 137-146. Retrieved from http://ojs.umsida.ac.id/index.php/pedagogia/article/view/243/pdf
Rauf, R. A. A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science, 9(8), 47. https://doi.org/10.5539/ass.v9n8p47
Saputra, A., Widoretno, S., & Santosa, S. (2012). Increasing students science process skills and achievement through the implementation of guided inquiry learning strategy of class VIII-F SMP Negeri 5 Surakarta class year 2011/2012. Bio-Pedagogi, 1(1), 36-45. Retrieved from http://jurnal.fkip.uns.ac.id/index.php/pdg/article/view/1120
Scott, C., Tomasek, T., & Matthews, C. E. (2010). Thinking like a ssssscientist! Science and Children, 48(1), 38.
Subagyo, Y., Wiyanto, W., & Marwoto, P. (2012). Pembelajaran dengan pendekatan keterampilan proses sains untuk meningkatkan penguasaan konsep suhu dan pemuaian. Jurnal Pendidikan Fisika Indonesia, 5(1). https://doi.org/10.15294/jpfi.v5i1.999
Subekti, Y., & Ariswan, A. (2016). Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains. Jurnal Inovasi Pendidikan IPA, 2(2), 252. https://doi.org/10.21831/jipi.v2i2.6278
Sukarno, S., Permanasari, A., & Hamidah, I. (2013). The profile of science process skill (SPS) student at secondary high school (Case study in Jambi). International Journal of Scientific Engineering and Research (IJSER) Www.ijser.in ISSN (Online, 1(1), 2347-3878. Retrieved from http://www.ijser.in/archives/v1i1/MDExMzA5MTg=.pdf
Trianto, T. (2010). Model pembelajaran terpadu: Konsep, strategi, dan implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Bumi Aksara. https://doi.org/2010
Udiani, N. K., Marhaeni, A. A. I. N., & Arnyana, I. B. P. (2017). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar IPA dengan mengendalikan keterampilan proses sains siswa kelas IV SD no.7 Benoa Kecamatan Kuta Selatan Kabupaten Badung. Jurnal Penelitian Pascasarjana Undiksa, 7(1). Retrieved from http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/2242
Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education students' chemistry laboratory attitudes, anxiety and achievement. Journal of Education and Training Studies, 4(4), 217-227. https://doi.org/10.11114/jets.v4i4.1395
Wijayanti, P. I., Mosik, M., & Hindarto, N. (2016). Eksplorasi kesulitan belajar siswa pada pokok bahasan cahaya dan upaya peningkatan hasil belajar melalui pembelajaran inkuiri terbimbing. Jurnal Pendidikan Fisika Indonesia, 6(1). https://doi.org/10.15294/jpfi.v6i1.1093
Yuniastuti, E. (2013). Peningkatan keterampilan proses, motivasi, dan hasil belajar biologi dengan strategi pembelajaran inkuiri terbimbing pada siswa kelas VII SMP Kartika V-1 Balikpapan. EDUCATIONIST: Jurnal Kajian Filosofi, Teori, Kualitas, Dan Manajemen Pendidikan, 14(1). Retrieved from http://ejournal.upi.edu/index.php/JER/article/viewFile/3509/2489