Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Penguasaan Konsep dan Keterampilan Proses Sains Fisika Peserta Didik Kelas XI MAN 2 Mataram Tahun Pelajaran 2017/2018

Suwandari, Putri Kurnia; Taufik, Muhammad; Rahayu, Satutik

doi:10.29303/jpft.v4i1.541

Cited by 15 publications

(14 citation statements)

References 6 publications

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“…The result shows the learning process did not develop scientific attitude, such as curiosity, honesty, responsibility, seriousness, and open minded in accepting other's opinion based on certain evidences in order not to create bored situation during class (Asmawati, 2015); (Nurhudayah & Lesmono, A, 2016). In order to develop scientific attitude for students, then one of purposes in learning physics is develop the skill of thinking and taking act based on possessed scientific knowledge or generally known as science process skill (Suwandari, Muhamad, & Rahayu, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

Pratiwi

Hudha

Asri

et al. 2019

Momentum: Physics Education Journal

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The aim of the research is to find out the difference in science process skill and learning achievement between students who are taught using guided inquiry model integrated with peer instruction and conventional method in VII students in one of the junior high schools in Malang. The method used is quasy-experimental with only post-test group design. The sample was selected using purposive sampling technique, from the 10 population of VII grade students; the researchers selected two classes which were considered to have the same initial skill with total 32 students in each class to be the experimental class and the control class. Instruments used were the observation sheets to measure the science process skill and the test of multiple choices to measure the learning achievement. The researchers gained average score of 81 for science process skill in experimental class and 58 in control class, while the average score of 77.8 for learning achievement in experimental class and 71.3 in control class as the result of the data analysis. The hypothesis test used T-test, that was the independent sample T-test on Microsoft excel by looking up the score of Ttable on the rate of sig 0.05 for the science process skill and it gained Tcount > Ttable (18.846 > 1.669), while the learning process gained Tcount > Ttable (8.465 > 1.669). It was concluded that the guided inquiry model integrated with peer instruction can improve student's science process skill and learning achievement compared to conventional method.

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Section: Introductionmentioning

confidence: 99%

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

Pratiwi

Hudha

Asri

et al. 2019

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…Physics is a branch of science that is not only a collection of facts, concepts, principles or processes of discovery but also further development in applying them in everyday life. Physics learning must be directed to search for information and act accordingly so that it can help students to gain deeper concepts, therefore, physics learning must highlight the provision of direct student-centred experiences (Suwandari, et al, 2018). The Natural Science learning process emphasizes providing direct experience to develop competencies in order to explore and understand environment scientifically.…”

mentioning

confidence: 99%

The Effect of Predict Observe Explain Learning Model Against Science Process Skills of High School Students

Pane¹,

Nyeneng²,

Distrik³

2020

JPMIPA

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This study was aimed to determine the effect of POE learning model on science process skills of high school students in the material of Newton’s Law motion. The study might benefit to a provide different learning experience that makes students become more active in learning and to improve students' science process skills towards the material being taught. The populations in this study were all students of class IPA X of SMA 5 Bandar Lampung in the even semester of the Academic Year 2018/2019, consisting of 6 classes with a total of 203 students, with samples of class X IPA 1 as the experimental class and X IPA 2 as the control class. Research method of the study was quasi-experimental. The research used a pretest-posttest control group design. The result of the study revealed that the control class using the conventional learning model had an average N-gain of 0.42, while the experimental class using the POE learning model had an average N-gain of 0.72. The effect size in this study, which was 0.71, indicated that the POE learning model has a high effect in this study. Based on the hypothesis test, it can be concluded that there was an effect of applying the POE learning model to students' science process skills in the material of Newton's Law. The magnitude of the influence of the POE learning model was classified into the high category with the Cohen’s d value of 3.40 and the effect size r of 0.71.

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“…Hermansyah dkk. ( 2017 Suwandari (2018) juga menyatakan bahwa penerapan pendekatan inkuiri dapat meningkatkan keterampilan proses sains peserta didik. Kemampuan-kemampuan tersebut masih erat kaitannya dengan literasi sains, karena literasi sains memberikan kesempatan pada mahasiswa untuk mengembangkan kemampuan-kemampuan lainnya.…”

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Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terbimbing untuk Meningkatkan Literasi Sains

Komalasari

Jufri

Santoso

2019

jppipa, pendidikan ipa, fisika, biologi, kimia

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The purpose of this study is to produce a product in the form of science teaching materials that can improve the scientific literacy of students. This research is included in research and development of education which is a method for producing certain products and testing the effectiveness of these products. The product developed was validated by experts consisting of 3 people. Learning tools that are validated are syllabus, lesson plans, and scientific literacy instruments. The results of the study show that the learning device in the form of syllabus shows an average of 3.9 (78%) in the appropriate category, the Learning Implementation Plan (RPP) shows an average of 3.9 (78%) in the feasible category, and the items show the average value is 4.1 (82%) in the feasible category. Thus, inquiry-based science teaching materials developed in appropriate categories can be applied in learning. The results of the questionnaire response analysis of students showed that students' responses were very good for teaching materials because 77.8% of students were fluent that guided inquiry-based teaching material was interesting. In a large-scale trial, the N-gain value obtained in the experimental class was 70.74 with high criteria. Keywords: Science Teaching Materials; Guided Inquiry; Science Literacy

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Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Penguasaan Konsep dan Keterampilan Proses Sains Fisika Peserta Didik Kelas XI MAN 2 Mataram Tahun Pelajaran 2017/2018

Abstract: Abstract

Cited by 15 publications

References 6 publications

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

The Effect of Predict Observe Explain Learning Model Against Science Process Skills of High School Students

Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terbimbing untuk Meningkatkan Literasi Sains

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