Improving the Learning Outcomes of Knowledge and Inquiry Skill Domain on Third Grade Students of SMP Negeri 14 Kendari Through the Guided Inquiry Learning Model Assisted by Science Kit

Sukariasih, Luh; Saputra, I Gede Purwana Edi; Ikhsan, Fahrudi Ahwan; Sejati, Andri Estining; Nisa, Khaerun

doi:10.19184/geosi.v4i2.10097

Cited by 16 publications

(17 citation statements)

References 3 publications

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“…Sebagaimana yang telah diuraikan pada pelaksanaan penelitian ini, bahwa keterlaksanaan pembelajaran yang menggunakan prinsip PBL perlu diperhatikan oleh guru. Prinsip dasar pada PBL tersebut, seperti pula halnya pada model pembelajaran lain seperti Project Based Learning (Anazifa & Djukri, 2017), Guided Inquiry (Sukariasih, Saputra, Ikhsan, Sejati, & Nisa, 2019) atau model-model pembelajaran lain yang melibatkan siswa secara aktif dalam pembelajaran. Di samping itu, hadirnya konteks-konteks yang dekat dengan kehidupan sehari-hari siswa juga menjadi salah satu kunci utama yang dapat meningkatkan minat dan ketertarikan siswa dalam mempelajari matematika.…”

Section: Pembahasanunclassified

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

Mashuri

Djidu

Ningrum³

2019

Pytha Jurnal Pend. Math

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Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan minat dan prestasi belajar matematika siswa dengan menerapkan Problem-based learning (PBL). Penelitian tindakan ini dilaksanakan dengan empat tahapan (perencanaan, pelaksanaan, pengamatan, dan refleksi), mengadaptasi model Kemmis dan Mc Taggart. Sebanyak 26 siswa kelas VII.B SMP Taman Dewasa Jetis Yogyakarta dijadikan sebagai subyek penelitian ini. Instrumen yang digunakan dalam pengumpulan data terdiri dari angket, lembar observasi, dan tes. Data minat dan keterlaksanaan pembelajaran dianalisis secara kualitatif, sedangkan data prestasi belajar dianalisis secara kuantitatif. Hasil analisis menunjukkan adanya peningkatan minat, serta prestasi belajar matematika yang tinggi dari kondisi awal siswa. Beberapa kesimpulan yang diperoleh antara lain sebagai berikut. Pertama, PBL telah meningkatkan minat belajar dan prestasi belajar siswa di kelas VII.B SMP Taman Dewasa Jetis, Yogyakarta, setelah dilakukan tindakan sebanyak dua siklus. Kedua, peningkatan minat belajar siswa disebabkan karena kedudukan siswa dalam PBL tidak lagi bersifat pasif. Ketiga, hadirnya berbagai masalah-masalah matematika yang dekat dengan konteks kehidupan sehari-hari siswa, membuat konsep matematika yang abstrak lebih mudah dipahami sehingga tidak hanya minat, tetapi prestasi belajar siswa juga mengalami peningkatan. Keempat, keberhasilan pelaksanaan PBL sangat ditentukan oleh konsistensi guru dalam melaksanakan perannya sebagai fasilitator pembelajaran. Sejumlah faktor yang mempengaruhi keberhasilan penelitian juga dibahas dalam artikel. Problem-based learning in mathematics learning: Teacher's efforts to increase students’ learning interest and achievementAbstractThis classroom action research aims to increase learning interest and mathematics learning achievement of students by implementing the Problem-Based Learning (PBL). This action research conduct in four stages (planning, implementation, observation, and reflection) as the Kemmis dan Mc Taggart model suggests. A total of 26 students in class VII.B in SMP Taman Dewasa Jetis, Yogyakarta, were involved in this action research. The instruments used in data collection consisted of a questionnaire, observation sheet, and test. Data on learning interest and implementation of learning are analyzed qualitatively, while data on learning achievement are analyzed quantitatively. The results of the analysis showed an increase in interest, as well as high mathematics learning achievement from the initial conditions. Some conclusions obtained as follows. First, PBL has increased the learning interest and achievement of students in class VII.B of Taman Dewasa Jetis, Yogyakarta, after taking two cycles of action. Second, the increase in students’ interest in learning is due to the position of students in the PBL that is no longer passive. Third, the presence of various mathematical problems that are close to the context of the daily life of students makes the abstract mathematical concepts more easily understood so that not only interest but student achievement also increases. Fourth, the success of implementing PBL is largely determined by the consistency of the teacher in carrying out his role as a facilitator of learning. Several factors that influenced the success of this research were discussed in the article.

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Section: Pembahasanunclassified

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

Mashuri

Djidu

Ningrum³

2019

Pytha Jurnal Pend. Math

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“…These results indicate that the guideline of animal physiology practicum based on guided inquiry approach is effectively used in the implementation of practicum in the Biology Education Study Program-UNP. The ability of students in constructing answers and thinking intelligently in solving problems, developing skills in understanding concepts, building a sense of responsibility and communicating concepts found can be trained through guided inquiry (Stender, Schwichow, Zimmerman, & Härtig, 2018;Sukariasih et al, 2019). The guided inquiry was a learning model that was able to hone students' ability worked scientifically through investigation with coherent stepped so as facilitated students in carrying out practicum (Repdayanti et al, 2018;Widyaningrum & Wijayanti, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Focuses students' attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors (Abdi, 2014). Guided inquiry learning and scientific performance influenced learning outcomes, because students are given the opportunity to solve their own problems and studied independently based on problems (Mulyana et al, 2018;Ningsih & Said, 2018;Sardin, 2015;Sukariasih et al, 2019). The application of guided inquiry can improve students' scientific attitudes and analytical skills, because students experience direct experience with material objects.…”

Section: Resultsmentioning

confidence: 99%

“…The application of guided inquiry can improve students' scientific attitudes and analytical skills, because students experience direct experience with material objects. (Niana, Sarwanto, & Ekawati, 2016;Sukariasih et al, 2019). Repetition of systematic and scientific thinking skills is an important ability for students to continue learning inquiry (Boaventura & Faria, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…This has not been able to provide benefits as a good teaching material. One of the roles of teaching materials according to includes the role for teachers, students, in classical, individual, and group learning (Sukariasih, Saputra, Ikhsan, Sejati, & Nisa, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of animal physiology practical book based on guided inquiry model

Widiana

Susanti

et al. 2019

JPBI

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The effectiveness of animal physiology practical book based on guided inquiry model is the essential factor to acievement student understending a about animal physiology concepts. The purpose of this study was to observe the effectiveness of animal physiology practical book based on guided inquiry model in Padang State University. The variables measured were affective, cognitive, psychomotor, and students’ activities. The data of this pre-experimental research were analyzed using averaged, percentage and standardized with Institutional assessment criteria. The results showed that the mean values were: 90.56 for affective competency (Criteria A), 82 for knowledge (Criteria A), and 89.66 for skills (Criteria A). Meanwhile, the percentage of student activities was 90.74% with very active category. It can be concluded that the effectiveness of practical book based on guided inquiry model was very effective to optimized student competences.

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The The Effectiveness of the Complete Sentence Learning Method with Giving Questions and Getting Answers on Students' Physics Learning Outcomes of SMPN 1 Sampaga

Permana

Kadir

Subhan

et al. 2022

Konstan

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This study aims to determine the increase in physics learning outcomes after combining the Complete Sentence learning method with Giving Questions and Getting Answers to class VIII students of SMPN 1 Sampaga Kab. Mamuju. This type of research is Pre-Experimental Design with One-Group Pretest-Postest Design. The population of this study was all class VIII students of SMPN 1 Sampaga for the 2019/2020 academic year. The sample was determined using the Simple Random Sampling technique. The research instrument used was the learning achievement test instrument and student observation. The data analysis technique used is descriptive and inferential statistical data analysis. The results of the study of student learning outcomes data before using the combination of the Complete Sentence learning method with Giving Questions and Getting Answers reached an average value of 40.18. The Ministry of Education and Culture guidelines regarding the category of students' cognitive outcomes show the most significant percentage in the low sort, which is equal to 60.71%. Combining the Complete Sentence learning method with Giving Questions and Getting Answers achieves an average score of 75.54. The Ministry of Education and Culture guidelines regarding the categories of students' cognitive outcomes, which show the most significant percentage, are established in the high class, which is equal to 50.00%. The results of hypothesis testing using the t-test, H0 is rejected, and Ha is accepted. This study concludes that this learning method effectively improves student learning outcomes in Work and energy. This research implies that applying a combination of the Complete Sentence learning method with Giving Questions and Getting Answers deserves to be considered a physics learning method in improving learning outcomes.

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Improving the Learning Outcomes of Knowledge and Inquiry Skill Domain on Third Grade Students of SMP Negeri 14 Kendari Through the Guided Inquiry Learning Model Assisted by Science Kit

Cited by 16 publications

References 3 publications

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

The effectiveness of animal physiology practical book based on guided inquiry model

The The Effectiveness of the Complete Sentence Learning Method with Giving Questions and Getting Answers on Students' Physics Learning Outcomes of SMPN 1 Sampaga

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