Analisis Kesulitan Belajar Dan Pencapaian Hasil Belajar Siswa Melalui Strategi Pembelajaran Inkuiri

Abstract

Abstrak: Tujuan penelitian ini adalah untuk mengetahui kesulitan belajar dan pencapaian hasil belajar
 siswa SMA pada materi elastisitas bahan. Penelitian ini merupakan penelitian deskritif dengan sampel
 kelas XI IPA
 Negeri 5 Ambon. Data analisis kesulitan belajar diperoleh melalui angket, sedangkan
 data pencapaian hasil belajar diperoleh dari nilai formatif dan proses yang meliputi nilai kognitif,
 afektif, dan psikomotor. Data dianalisis dengan teknik statistik deskriptif. Hasil penelitian menunjukkan
 bahwa selama proses pembelajaran terdapat empat jenis kesulitan, yaitu kesulitan dalam menguasai
 konsep, mengaitkan hubungan antara konsep, menguasai rumus, dan mengoperasikan rumus saat
 menyelesaikan soal. Sebelum menggunakan strategi inkuiri, kemampuan siswa menguasai konsep
 antara 69,2-82,3%. Setelah penggunaan strategi inkuiri, kemampuan siswa meningkat menjadi 90,8%.
 Kemampuan mengaitkan antarkonsep meningkat menjadi 89,2%. Kemampuan menguasai rumus 87,1%,
 dan kemampuan mengoperasikan rumus untuk penyelesaian soal 91,3%. Peningkatan hasil belajar juga
 terjadi pada konsep elastisitas bahan. Strategi pembelajaran inkuri dapat mengatasi kesulitan belajar siswa 
 4
 dan dapat mencapai hasil belajarnya pada materi elastisitas bahan. 
 Kata Kunci: strategi pembelajaran inkuiri, kesulitan belajar, dan pencapaian hasil belajar
 ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES AND ACHIEVEMENT
 IN THE IMPLEMENTATION OF INQUIRY LEARNING
 Abstract: The purpose of this study is to revealstudents’ learning difficulties and achievement in learning
 the concepts of material elasticityin class XI SMA. This research belongs to descriptive study done
 to a sample of class XI IPA4 Negeri 5 Ambon with the total of 39 students. Learning difficultiesdata
 were obtained through questionnaires before and after the implementation of inquiry learning, while
 achievement data were obtained from the formative and process values that includes cognitive (student
 worksheet), affective, and psychomotor aspects duringthe learning activities. The results show that during
 the process of learning physics in particular on the concept of material elasticity, there are four types of
 difficulties experienced by students, i.e. difficulty in mastering the concepts, difficulty in establishing
 links betweenconcepts, difficulty in mastering formulas, and difficulty in operating formulas for solving
 problems. The results showthat students’ ability to master the concepts ranges 69.2 to 82.3% before
 applying the inquiry strategy and reaches 90.8% after using the strategy. The ability to link concepts
 increases to 89.2%. The ability to master the formula reaches 87.1%, and the ability to operate formulas
 for solving problemsis about 91.3%. The learning outcomes are also improving. Thus, it can be concluded
 that inqury learning strategies can address students’ learning difficulties and can help students achieve
 better results in learning material elasticity concept. 
 Keywords: inquiry learning strategies, learning difficult, and learning outcomes

Integrasi Remediasi Kesulitan Belajar Menggunakan Model Core Berbantuan Booklet Tentang Getaran Gelombang Di SMP

“…Beberapa kesulitan belajar yang dikemukakan siswa sesuai dengan pernyataan Wenno (2016) bahwa dalam fisika, ada empat kesulitan belajar yang dapat dialami siswa, yaitu: (1) Kesulitan menguasai konsep. (2) Kesulitan mengaitkan hubungan antar konsep.…”

“…Ada empat jenis kesulitan belajar yang ingin diremediasi dalam penelitian ini, yaitu kesulitan menguasai konsep, kesulitan mengaitkan hubungan antar konsep, kesulitan menguasai rumus, dan kesulitan mengoperasikan rumus (Wenno, dkk, 2016). Untuk melihat tingkat kesulitan yang dialami siswa, ada dua faktor yang diamati, yaitu miskonsepsi dan kesalahan siswa dalam mengerjakan soal.…”

“…Untuk menganalisis kesulitan menguasai rumus dan kesulitan mengoperasikan rumus, faktor yang diamati yaitu kesalahan siswa dalam mengerjakan soal, yang dianalisis menggunakan soal esai sebagai instrumennya. Kesulitan belajar menguasai rumus meliputi kesalahan memahami penggunaan simbol, kesalahan penggunaan, serta kesalahan penggunaan satuan tanda-tanda operasional matematika, sedangkan kesulitan mengoperasikan rumus meliputi kesalahan mengkonversi satuan, kesalahan menggunakan rumus, serta kesalahan merubah rumus (Wenno, dkk, 2016). Oleh karena itu agar dapat mengidentifikasi empat kesulitan belajar siswa, peneliti harus menganalisis hasil remediasi miskonsepsi dan kesalahan siswa dalam mengerjakan soal.…”

The Profile of Vocational High School Students Literacy Skill As a Case Study in Electronics Workbench (EWB) Learning Media Implementation in Semarang City

“…However, in fact there are still many weaknesses in the learning process both from the teacher and from the students themselves. Some studies reveal that students' learning difficulties are still found including difficulties in mastering concepts, linking the relationship between concepts, mastering formulas and operating formulas when solving problems [5]. Based on the results of interviews conducted by 10 th grade physics teachers in four public and private vocational schools in the city of Semarang in September 2018, it was found that the students have lack of attractiveness in responding to the learning of Physics taught by the teachers since their teachers still teach the course conventionally and rarely use learning media in the learning and teaching process.…”

The Application of Generative Learning Model Based on Remedial Integration in Reducing Student Misconceptions

“…The forms of difficulty experienced by students in learning physics are the incapability of understanding a concept and solving physics questions (Wenno, 2016;Sutarja, et al, 2016;Purnamasari, et al, 2017). These struggles are identified by the misconceptions produced by students in learning Physics, in which the student conceptions are against the scientist's (Suparno, 2013;Kirbulut & Geban, 2014).…”