Designing Teaching Material Oriented Towards Inquiry-Based Learning in Biology

Damopolii, Insar; Nunaki, Jan Hendreik; Nusantari, Elya; Kandowangko, Novri Y.

doi:10.2991/miseic-18.2018.1

Cited by 7 publications

(8 citation statements)

References 16 publications

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“…The results of experts and FGD's validation showed that the teaching materials were valid and may be tested in class learning process. Result of validation was presented in International Conference (Damopolii, Nunaki, Nusantari, & Kandowangko, 2018. ) In this stage, the developed teaching materials will be tested for their effectiveness in the metacognitive skill of students of Public Senior High School 01 Manokwari, Indonesia.…”

Section: Methodsmentioning

confidence: 99%

The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

Nunaki¹,

Damopolii²,

Kandowangko³

et al. 2019

INT J INSTRUCTION

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In science learning like biology, metacognitive skill needs to be developed. Inquiry-based learning is a learning which may train students' metacognitive skill. This research aimed to: (1) determining the effectiveness of inquiry-based learning in training students' metacognitive skill, and (2) examining the influence of gender difference on the students' metacognitive skills after given the inquiry-based learning. This research used a 4-D research and development model, and one group pre-test and post-test design was applied for the effectiveness trial. The subject of this research was 70 students (35 male and 35 female) of class X Mathematics and Natural Science of Public Senior High School 01 Manokwari, Indonesia. This research employs lesson plan, student worksheet, students' book, expert-validated achievement test and focus group discussion as its instruments. The metacognitive skill data were obtained from metacognitive skill rubric. The data were analyzed using paired sample t-test and independent sample t-test. It was found that inquiry-based learning effectively trains students' metacognitive skill, and there is no significant difference between male students' metacognitive skill with that of female students. Further researches may examine the difference of male and female students' metacognitive skill based on grade, age or personality taught using inquiry-based learning.

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Section: Methodsmentioning

confidence: 99%

The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

Nunaki¹,

Damopolii²,

Kandowangko³

et al. 2019

INT J INSTRUCTION

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“…The Inquiry-based student book that the researchers use in this research was a development result product (Damopolii, Nunaki, et al, 2018). Therefore, this student book has met the criteria for use in learning.…”

Section: Methodsmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

J. Res. Instr.

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Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.

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“…Lebih lanjut Imam et al (2017) model inkuiri terbimbing dapat meningkatkan hasil belajar siswa, apabila guru menerapkan proses pembelajaran yang menuntut keterlibatan siswa secara aktif di dalamnya sehingga kemampuan untuk menganalisis dan mengevaluasi informasi akan berkembang dengan masalah yang dihadapi oleh siswa. Beberapa penelitian menyimpulkan bahwa pembelajaran inkuiri mempunyai pengaruh terhadap, keterampilan proses sains, sikap ilmiah, keterampilan berpikir kritis dan hasil belajar (Damopolii et al, 2015;Damopolii et al, 2018;Hadi et al, 2018;Mayasari et al, 2018;Nisa et al, 2018).…”

Section: Pendahuluanunclassified

Implementasi perangkat pembelajaran menggunakan inkuiri terbimbing terhadap aktivitas belajar siswa pada materi struktur dan fungsi jaringan tumbuhan di SMP Negeri 12 Gorontalo kelas VIII

Bulowe

Yusuf

Kandowangko

2020

Assim. Indo. J. Bio. Edu.

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This research is a quantitative descriptive study with a pre-experimental design which is intended to increase student learning activities through the implementation of guided inquiry-based learning on the structure and function of plant tissue materials. This research was conducted at SMP Negeri 12 Gorontalo class VIII for 4 meetings. The target of this research is students of class VIII-2 SMP Negeri 12 Gorontalo with a total of 28 students, Odd Semester in the 2019/2020 Academic Year. Student activities are measured through student activity observation sheets, then analyzed, grouped and presented through tables. The results of this study indicate that the implementation of guided inquiry-based learning tools can improve student learning activities on the structure and function of plant tissue in class VIII-2 of SMP Negeri 12 Gorontalo. The increase in student learning activities can be seen from the aspects observed at each meeting, namely meeting 1 the highest score in aspect 1 reaches a percentage value of 100, the lowest score in aspects 2 and 8 reaches a percentage value of 66. Meeting 2 the highest scores in aspects 1 and 4 reach a value percentage 95, the lowest score in aspect 2 with a percentage value of 76. Meeting 3 the highest values in aspects 1, 4 and 5 reached a percentage value of 100, the lowest value was in aspect 10 with a percentage value of 78. The meeting of 4 highest scores was in aspects 1, 3, 4 and 5 reaches a percentage value of 100, the lowest value in aspect 11 with a percentage value of 81.

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Designing Teaching Material Oriented Towards Inquiry-Based Learning in Biology

Cited by 7 publications

References 16 publications

The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

The inquiry-based student book integrated with local resources: The impact on student science process skill

Implementasi perangkat pembelajaran menggunakan inkuiri terbimbing terhadap aktivitas belajar siswa pada materi struktur dan fungsi jaringan tumbuhan di SMP Negeri 12 Gorontalo kelas VIII

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