Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Eksperimen Riil dan Laboratorium Virtual terhadap Hasil Belajar Fisika Siswa

Simbolon, Dedi Holden; Sahyar,

doi:10.24832/jpnk.v21i3.192

Cited by 58 publications

(58 citation statements)

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“…Learning activities using guided inquiry-based ecosystem modules motivate students to actively engage in learning because they place them as a center of learning activity, students not only learn something but also actively discover, do, pay attention/observe, and experience the activity of learning in the guidance of the teacher as a motivator and facilitator in learning (Simbolon & Sahyar, 2015). Guided inquiry-based learning activities can improve students' critical thinking skills because when the learning process takes place, students develop their knowledge by facilitating their brains to think Rajagukguk and Simanjuntak (2015) through discovery-based learning and centering on themselves with teacher guidance in the learning process.…”

Section: Feasibility Of Guided Inquiry-based Modulesmentioning

confidence: 99%

Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills

Irwan¹,

Maridi²,

Dwiastuti³

2019

JPBI

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The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This R&D research referred to Borg and Gall model with nine stages. The research instrument used was a test question sheet adapted from Facione. The data gained were analyzed using ANCOVA. The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F= 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.

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Section: Feasibility Of Guided Inquiry-based Modulesmentioning

confidence: 99%

Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills

Irwan¹,

Maridi²,

Dwiastuti³

2019

JPBI

View full text Add to dashboard Cite

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“…Model pembelajaran inkuiri memiliki beberapa keuntungan, yaitu 1) mengubah pola pembelajaran dari penyajian informasi menjadi mencari dan mengolah data untuk memecahkan sebuah permasalahan, 2) siswa diberikan ruang untuk belajar menggunakan gaya belajarnya guru berperan sebagai fasilitator, 3) model pembelajaran inkuiri terbimbing mampu mengembangkan konsep diri siswa, 4) siswa belajar dengan mengumpulkan informasi atau data dari berbagai sumber bukan hanya dari guru, dan 5) mampu mengurangi kebiasaan menghafal dalam belajar (Simbolon & Sahyar, 2015). Model pembelajaran inkuiri terbimbing memiliki beberapa keuntungan, yaitu 1) menekankan pengembangan aspek kognitif, afektif, dan psikomotorik secara seimbang, 2) memberi ruang kepada siswa untuk belajar dengan cara celajarnya, dan 3) sesuai dengan perkembangan psikologi belajar modern yaitu belajar adalah perubahan tingkah laku melalui adanya pengalaman yang didapatkan (Khamdun, 2014) Terdapat 3 model pembelajaran inkuiri yaitu model inkuiri terbimbing (guided inquiry), model inkuiri bebas (free inquiry), model inkuiri yang bebas dimodifikasi (modified free inquiry) (Sari, Wiyasa, & Ganing, 2018).…”

Section: Pendahuluanunclassified

Pengembangan Perangkat Pembelajaran Inkuiri Terbimbing Berbasis Aktivitas Higher Order Thinking Pada Kelas v Sekolah Dasar

Widiarta

Parmiti

Margunayasa

2019

JRE

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This study aims to develop a guided inquiry learning tool based on higher order thinking (HOT) activities on the theme of 9th subtheme 1 grade V elementary school.This research is a development research conducted using the ADDIE model with stages, namely (1) analyze, (2) design, (3) development, (4) implementation, and ( 5) evaluation. However, the implementation phase and the evaluation stage were not carried out due to time constraints. The subject of this research is the learning kit consisting of syllabus, lesson plans, and LKPD. The instrument used to measure the validity of the device is the learning device assessment sheet to the expert. The device validation data that has been collected is then analyzed using the mean formula to find out the average score of device validity. The results of data analysis show that: (1) the average syllabus validation score is 4.73, is in very good qualifications, the average RPP validation score is 4.75, is in a very good qualification, the average LKPD validation score is 4.86, are in very good qualifications, and (2) the acquisition of the results of the validity of the equipment (syllabus, RPP, and LKPD) shows that the equipment that has been developed has very good qualifications.

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“…The research results obtained by the author is in line with the opinion that virtual learning (Aubrie & O'Donnell, 2009;Ketelhut & Nelson, 2010;Muhamad et al, 2010;Nirvana, 2011;Totiana, 2012;Fitriyana et al, 2013;Hamida et al, 2013;Argandi et al, 2013;Setia. 2013;Simbolon. 2015;Gunawan et al, 2017;Jacobson et al, 2016;Prabowo et al, 2016;Adi et al, 2016;Kusdiastuti et al, 2017;Pambudi et al, 2015;Bortnik et al, 2017) is a learning that can be done for abstract concepts, such as those chosen by the author i.e.…”

Section: Testing the Gel Electrophoresis Virtual Laboratory Devicementioning

confidence: 99%

Design Development Research Approach in Developing Gel Electrophoresis Virtual Laboratory to substitute Real Practicum

et al. 2019

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One of the purposes of Genetic practicum is that students can understand DNA separation techniques, by conducting gel electrophoresis practicum. Some Institutions of Teacher Training (LPTK) have problems in gel electrophoresis practicum due to unavailability of the lab. For this reason, it is necessary to try a replacement practicum in the form of a virtual laboratory to meet practicum objectives. This research uses a design development research (DDR) approach, through six stages, namely 1) identifying problems by determining indicators of learning and supporting literature studies, 2) determining the purpose, 3) designing and developing devices by designing virtual laboratories, determining the software that will be used, compiling a virtual laboratory storyboard and expert validation, 4) testing, 5) evaluating the results of the trial, and 6) communicating the results of the trial. The validated device was tested on a limited basis on 38 student participants who took genetic practicum. Data on laboratory reports on virtual laboratory gel electrophoresis were analyzed descriptively based on the students' ability to understand gel electrophoresis. 95.89% of students have the ability to understand gel electrophoresis.

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Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Eksperimen Riil dan Laboratorium Virtual terhadap Hasil Belajar Fisika Siswa

Cited by 58 publications

References 0 publications

Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills

Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills

Pengembangan Perangkat Pembelajaran Inkuiri Terbimbing Berbasis Aktivitas Higher Order Thinking Pada Kelas v Sekolah Dasar

Design Development Research Approach in Developing Gel Electrophoresis Virtual Laboratory to substitute Real Practicum

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