Improving Observing Skills of High School Students through Guided Inquiry Model

Abstract

<div class="grammarly-disable-indicator"> </div><div class="grammarly-disable-indicator"> Observation skill is one of the fundamental science process skills should mastered by students in the primary level. In fact, due to the lack of experiences of observation, high school students in the observed class showed the low level of observations skills. This study was three cycles-collaborative action research aims to improve the observation skills of high school students in biology through the implementation of guided inquiry learning integrated with a series of observation activities. The participants were 30 students of grade 11 of one public high school in Karanganyar, Indonesia. Six indicators of observation skills were used to assess the performance of students. In the pre-cycle stage, students showed relatively moderate performance on two aspects, e.g., identifying the differences and similarities of objects (45.83), and using of multiple senses to observe (45.83). But, they performed low in uses the apparatus correctly (4.17). On the skills of classifying the differences or the similarities, they scored 25, and for collecting relevant data they got 29.17 in average. After three iterative cycles, all indicators have increased significantly. </div><div class="grammarly-disable-indicator"> </div>

Description of student science process skills on temperature and heat practicum

“…In the indicator of observation skills, students are predominantly classified as not good with a percentage of 44.8%. Observation skills include skills using multiple senses, identifying differences and similarities of an object, using tools to obtain data, and searching for relevant data (Sahnaz et al, 2018). The indicator of observing can be seen when students observe the tools and materials used in an experiment about changing shape, observing the scale on the thermometer, observing the thermometer during measurements to determine the measurement results of the temperature of the wax powder during heating and cooling, observing the time required to do heating and cooling with a stopwatch, and students observe the data in the table to graph the relationship of variables in determining changes in the appearance of substances when heating and cooling (Lumbantoruan et al, 2019).…”

Creative Thinking and Process Science Skill: Self-Organized Learning Environment on Watershed Conservation Material

“…Students can distinguish the information obtained on the two maps provided. The similarities and differences in object characteristics obtained from the map identification results can hone students' grouping skills (Sahnaz et al, 2018). Grouping several objects based on the characteristics of similar groups can describe the similarities and differences of an object or phenomenon in an area (Cai et al, 2019).…”

The Development of PBL Integrated Bioenvironmentalscience App (BES App) for Environmental Learning

“…Based on the results of the assessment of the biology learning expert, it was reviewed on the didactic, construction, and technical aspects. Several components in the didactic aspect show the existence of learning activities through observation skills as one of the science process skills that students must have in studying biology (Sahnaz et al, 2018), practice problem-solving skills, identify problems, plan, implement and evaluate (Fitriani et al, 2019). Various studies are relevant to survey the perspectives of students and teachers regarding learning in the Covid-19 era by focusing on online learning, digital strategies, artificial intelligence, social interaction, technology, and strategies used to balance theory with practice (Dwivedi et al, 2020).…”