Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

Abstract

Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching.

Analisis Tingkat Keterampilan Berpikir Kritis Siswa SMA

“…Hal ini terjadi karena siswa belum memahami bahwa hipotesis adalah jawaban sementara dari rumusan masalah yang ditulis. Hal ini sesuai dengan pendapat Gunawan et al (2019) bahwa kemampuan siswa dalam menuliskan hipotesis didukung oleh kemampuan siswa dalam merumuskan masalah.…”

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

“…Male Female et al, 2019) and of course, science process skills (Gunawan et al, 2019b). These abilities are very helpful in developing problem solving skills.…”

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“…menunjukkan bahwa rata-rata presentase materi yang mengintegrasikan unsur sains, teknologi dan masyarakat hanya sedikit sekali yaitu 4,0% [1]. Selain itu, kajian di lapangan ditemukan pembelajaran sains di SMP masih terbatas hanya pada menghubungkan materi yang akan dibahas dengan materi yang sudah dibahas [11] dan proses pembelajaran IPA cenderung menekankan pada aspek produk, sehingga aspek proses dan sikap kurang mendapat perhatian, hal ini juga menyebabkan kemampuan siswa dalam membangun literasi sains sangat rendah [12]. Sehingga, perlu dilakukan penelitian terkait pengembangan bahan ajar yang dapat meningkatkan literasi sains.…”