Keywords
perangkat pembelajaran IPA, inkuiri, critical thinking skills, scientific attitude
Document Type
Article
Abstract
Penelitian ini bertujuan untuk: (1) mendeskripsikan kelayakan perangkat pembelajaran IPA berbasis inkuiri berdasarkan hasil penilaian dosen ahli dan guru IPA, dan (2) mengukur keefektifan perangkat pembelajaran IPA berbasis inkuiri dalam meningkatkan critical thinking skills dan scientific attitude siswa SMP. Metode yang digunakan dalam penelitian ini adalah research and development (R&D) yang mengadaptasi model penelitian pengembangan Borg & Gall. Subjek uji coba produk terdiri atas 34 siswa kelas VII SMPN 14 Yogyakarta dan 52 siswa SMPN 1 Piyungan. Pengumpulan data menggunakan metode wawancara, observasi, angket, dan tes. Data dikumpulkan melalui pedoman wawancara, lembar observasi, lembar angket, dan soal tes. Data kelayakan perangkat pembelajaran dianalisis dengan menggunakan konversi skor skala 4. Keefektifan perangkat pembelajaran dalam meningkatkan critical thinking skills dan scientific attitude siswa dianalisis dengan multivariate analysis of variance (MANOVA) dan gain score. Hasil validasi dan uji coba produk menunjukkan bahwa (1) perangkat pembelajaran IPA layak digunakan dalam pembelajaran dan (2) efektif dalam meningkatkan critical thinking skills dan scientific attitude siswa.
Kata Kunci: perangkat pembelajaran IPA, inkuiri, critical thinking skills, scientific attitude
AN INQUIRY-BASED NATURAL SCIENCE TEACHING PACKAGE TO IMPROVE STUDENT'S CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE
Abstract
The objectives of this study are (1) to explain the validity of an inquiry-based natural science teaching package and (2) to measure the effectiveness of an inquiry-based natural science teaching package to improve junior high school student's critical thinking skills and scientific attitude. The method of this study was research and development (R & D) adapted from the development model by Borg & Gall. The product testing subjects consisted of 34 students of SMPN 14 Yogyakarta and 52 students of SMPN 1 Piyungan. The data collection techniques were interviews, questionnaires, observation, and tests. The data were collected using an interview guide, validation questionnaire sheet, readability questionnaire worksheet, pretestt-posttest questions, project assessment sheet, questionnaires, and an observation sheet. The validity of the teaching package was analyzed by converting four scales. The effectiveness of the teaching package to improve student's critical thinking skills and scientific attitude was analyzed through the multivariate analysis of variance (MANOVA) and gain score. The result of the validation and the product testing indicated that the teaching package (1) can be used in the natural science teaching and (2) can improve students' critical thinking skills and scientific attitude effectively. Keywords: natural science teaching package, inquiry, critical thinking skills, scientific attitude
First Page
138
Last Page
152
Page Range
138 - 152
Issue
2
Volume
1
Digital Object Identifier (DOI)
10.21831/jipi.v1i2.7498
Source
https://journal.uny.ac.id/index.php/jipi/article/view/7498
Recommended Citation
Uswatun, D. A., & Rohaeti, E. (2015). PERANGKAT PEMBELAJARAN IPA BERBASIS INKUIRI UNTUK MENINGKATKAN CRITICAL THINKING SKILLS DAN SCIENTIFIC ATTITUDE SISWA. Jurnal Inovasi Pendidikan IPA, 1(2), 138-152. https://doi.org/10.21831/jipi.v1i2.7498
References
Aktamis, H. & Ergin, O. (2008). The effect of scientific process skills education on students' scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9, 1-21.
Alifa, N.R. (2012). Pengembangan perangkat pembelajaran model inkuiri berpendekatan SETS materi kelarutan dan hasil kali kelarutan untuk menumbuhkan keterampilan berpikir kritis dan empati siswa terhadap lingkungan. Journal of Educational Research and Evaluation, 1, 133-138.
Arthur, D. (2004). The effect of inquiry-based instruction on students' participation and attitudes in a third grade science classroom. Orlando: Spring Term.
Banchi, H. & Bell, R. (2008). The many levels of inquiry. Artikel. Diambil pada tanggal 2 September 2014, dari: Error! Hyperlink reference not valid..
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. Scienific Research and Essay, 40, 1038-1046.
Borg, W.R. & Gall, M.D. (1983). Educational research. New York: Longman.
Brickman, P., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3, 1-22.
Bruck, L.B. & Towns, M.H. (2009). Preparing students to benefit from inquiry-based activities in the chemistry laboratory: guidelines and suggestions. Jurnal of Chemical Education, 86, 820-822.
Colburn, A. (2000). An inquiry primer. Artikel. Diambil pada tanggal 2 September 2014, dari: http://www.experientiallearning.ucdavis.edu/ module2/el2-60-primer.pdf.
Costa, A.L. (1991). Developing minds a resource book for theaching thinking. Virginia: ASCD.
Cottrell, S. (2005). Critical thinking skills developing effective analysis and argument. New York: Palcrave Macmillan.
Didi, S., & Deni, D. (2012). Komunikasi pembelajaran. Bandung: PT Remaja Rosdakarya Offset.
Ennis, R.H. (1993). Critical thinking assess-ment. Theory Into Practice, 32, 179-186.
Ergul, R., Simsekli, Y., Calis, S., Ozdilek Z., Gocmencelebi, S. & Sanli, M. (2011). The effects of inquiry-based science teaching on elementary school students' science process skills and science attitudes. Bulgarian Journal of Science and Education Policy (BJSEP), 5, 48-68.
Hake. (2007). Design-based research in physics education: a review. Diambil pada tanggal 26 Agustus 2014, dari: http://www.physics.indiana.edu/~hake/DBR-Physics3.pdf.
Heng, Y.C., Joo, C.E., Basri, A.A.M., Leng, H.H., Bari, N.A., Suleiman, R., Som, A.M., Mustafa, S., Mohamed, S.H.O, Yusof, Z.M., Yazid, Z., & Majid, Z.A. (2002). Integrated curriculum for secondary school (curriculum specification. Science form 2). Kuala Lumpur: Ministry of Education Malaysia.
Jamil, S. (2014). Strategi pembelajaran: teori & aplikasi. Yogyakarta: Ar-Ruzz Media.
Jancirani, R., Dhevakrishnan, R., & Devi, S. (2012). A study on scientific attitude of adolescence students in Namakkal District. International Educational E-Journal, 1, 2-8.
Khan, A.S., Shah, A.M., Mahmood, Z., & Zareen, R. (2012). Scientific attitude development at secondary school level: a comparison between methods of teaching. Language in India, 12, 439-454.
Khoirun, N. & Endang, S. (2013). Pengembangan perangkat pembelajaran IPA terpadu tipe connected pada materi pokok sistem ekskresi untuk kelas IX SMP. Jurnal Pendidikan Sains e-Pensa. 01, 81-84.
Kruse, D. (2009). Thinking strategies for the inquiry classroom. curriculum corporation. Diambil pada tanggal 23 Juli 2014, dari http://www.curriculumpress.edu.au/sample/pages/9781742003139.pdf.
Llewellyn, D. (2007). Inquire within: implementing inquiry-based science standards in grades 3-8, (2nd ed). Corwin: Thousand Oaks, CA.
Liliasari. (2009). Berpikir kritis dalam pembelajaran sains kimia menuju profesionalisme guru. Artikel. Diambil pada tanggal 12 April 2015, dari: http://file.upi.edu/Direktori/Sps/Prodi.Pendidikan_IPA/194909271978032-Liliasari/Berpikir_Kritis_Dlm_Pembel_09.pdf.
Liliasari. (2012). Pengembangan alat ukur berpikir kritis pada konsep termokimia untuk siswa SMA peringkat atas dan menengah. Jurnal Pendidikan Indonesia, 1, 21-26.
Madhuri, G.V., Kantamreddi, V.S.S.N, & Goteti, L.N.S.P. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37, 117-123.
Mendikbud. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 64, Tahun 2013, tentang Standar Isi Pendidikan Dasar dan Menengah.
Mendikbud. (2014). Ilmu pengetahuan alam. Jakarta: Kementerian Pendidikan dan Kebudayaan.
NC State University. (2014). Higher order thinking skills in critical and creative thinking. North Carolina: Quality Enhancement Plan North Carolina State University.
NSTA. (2003). Standards for science teacher preparation. Artikel. Diambil pada tanggal 10 Agustus 2014 dari: http://www.nsta.org/preservice/docs/NSTAstandards2003.pdf.
OECD/PISA. (2014). PISA 2012 Results in focus: what 15-year-olds know and what they can do with what they know. Paris: OECD Programme for International Student Assessment (PISA).
Osborne, J., Simon, S., & and Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. Artikel. Diambil pada tanggal 13 April 2015, dari: http://eprints.ioe.ac.uk/652/1/Osborneeta2003attitudes 1049.pdf.
Paidi. (2006). Peningkatan scientific skill siswa melalui implementasi metode guided inquiry pada pembelajaran Biologi di SMAN 1 Sleman. Diambil pada tanggal 29 Agustus 2014, dari: http://staff.uny.ac.id/sites/default/files/ Guided%20Inquiry%20and%20Scientific%20Skill-%20Paidi%20UNY.pdf
Papanastasiou, C. & Papanastasiou, C.E. (2004). Major influences on attitudes toward science. Educational Research and Evaluation, 10, 239-257.
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal Of Research In Science Teaching, 46, 166-191.
Patta, B. (2006). Penilaian keterampilan proses dan sikap ilmiah dalam pembelajaran Sains SD. Jakarta: Depdiknas.
Paul, R. & Elder, L. (2006). The miniature guide to critical thinking concepts and tools. foundation for critical thinking. Artikel. Diambil pada tanggal 4 September 2014, dari: http://www.criticalthinking.org/files/ ConceptsTools.pdf.
Presseisen, B.L. (1984). Thinking skills: meanings, models, and materials. Washington DC: Research for Better School Inc.
Simpson, E. & Courtney, M. (2002). Critical thinking in nursing education: literature review. Diambil pada tanggal 5 September 2014, dari: http://eprints.qut.edu.au/263/1/Simpson_Critical_Thinking.Pdf.
Sochibin, A., Dwijananti, P., & Marwoto, P. (2009). Penerapan model pembelajaran inkuiri terpimpin untuk peningkatan pemahaman dan keterampilan berpikir kritis siswa SD. Jurnal Pendidikan Fisika Indonesia, 5, 96-101.
Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sund, R.B., & Trowbridge, L.W. (1973). Teaching science by inquiry in the secondary school. Ohio: Charles E. Merrill Publishing Company.
Tim TIMSS. (2011). Survei internasional TIMSS (Trends in International Mathematics and Science Study). Diambil pada tanggal 15 Februari 2014, dari: http://litbang.kemdikbud.go.id/index.php/survei-internasional-timss.
Trowbridge, L.W., & Bybee, R. (1986). Becoming a secondary school science teacher (5th ed). Columbus: Merril Publishing Company.
Widhiarso. (2001). Uji hipotesis komparatif. Artikel. Diambil pada tanggal 12 April 2015, dari: http://widhiarso.staff.ugm.ac.id/files/membaca_t-tes.pdf.
Wilson, J. & Murdoch, K. (2004). What is inquiry learning?. Artikel. Diambil pada tanggal 2 September 2014, dari: http://www.ruskinparkps.vic.edu.au/ uploaded/82/82 48500 450006_60inquirylearning.pdf.