Peningkatan Penalaran Ilmiah Siswa melalui Pembelajaran Guided Inquiry Berstrategi Scaffolding pada Materi Suhu dan Kalor

Sundari, Putri Dwi; Rimadani, Ety

doi:10.24036/jep/vol4-iss1/402

Cited by 3 publications

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“…This pedagogical perspective aligns with the findings of Sundari and Rimadani (2020), who observed that active student involvement in idea construction significantly enhances both SR and CM. Additionally, the research conducted by Johnson and Mayer (2009) posits that students leveraging interactive media exhibit superior learning outcomes compared to their counterparts in conventional classrooms.…”

Section: Forces That Act Continuouslysupporting

confidence: 88%

“…In the educational context, the synergy between guided inquiry learning and formative assessment is poised for analysis, focusing on the evolution of students' SR and CM. Prior studies, exemplified by Sundari and Rimadani (2020), have showcased improved CM and SR outcomes among students employing scaffolding strategies. Additionally, Shilla (2018) investigated the application of Newton's laws and SR rationality in physics education, shedding light on the impact of different learning models.…”

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confidence: 99%

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Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment

Saiya,

Kusairi,

Sunaryono

2023

J. Pendidik. Sains

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This study endeavors to assess the impact of guided inquiry learning, complemented by formative assessment, on students' scientific reasoning (SR) and concept mastery (CM). The research involved 20 students from class XI A at SMA Muhammadiyah 02 Sumberpucung, utilizing questions adapted from the modified Lawson classroom test of scientific reasoning (MLCTSR) to measure SR, and the force concept inventory (FCI) to gauge CM. The instructional focus was Newton's law of motion. Both qualitative and quantitative analyses were employed for data interpretation. The findings revealed a substantial influence of the guided inquiry learning model on SR, with a d-effect size value of 3.829. Similarly, students' CM exhibited a noteworthy impact, evidenced by a d-effect size value of 3.099. These values signify that both SR and CM fall within the category of greater than the standard effect size. The outcomes imply a significant enhancement in students' proficiency in both SR and CM as a result of the guided inquiry learning approach.

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Section: Forces That Act Continuouslysupporting

confidence: 88%

mentioning

confidence: 99%

Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment

Saiya,

Kusairi,

Sunaryono

2023

J. Pendidik. Sains

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“…Pengembangan keterampilan ini dapat dilatihkan melalui penerapan pembelajaran yang tepat sehingga siswa terbiasa menggunakan dan melatihkan keterampilan berpikirnya. Guru dapat melatihkan ataupun mengembangkan keterampilan berpikir kritis siswa melalui pengajaran yang berorientasi HOTS (higher order thinking skills) secara spesifik dan kontinu, melakukan tanya jawab dan diskusi, mengajarkan konsep secara eksplisit dan pemberian scaffolding (Beaumont, 2010;Sundari & Rimadani, 2020;Zubaidah, 2019). Pada dasarnya, keterampilan berpikir kritis ini dapat dilatihkan melalui semua disiplin ilmu, salah satunya melalui pembelajaran fisika.…”

Section: Pendahuluanunclassified

“…Secara umum keterampilan berpikir kritis siswa pada materi suhu dan kalor masih rendah jika dilihat dari skor rata-rata yang diperoleh siswa. Oleh sebab itu, guru memiliki peranan yang penting untuk merancang pembelajaran yang tepat guna mengatasi kesulitan siswa memahami konsep suhu dan kalor (Sundari & Rimadani, 2020). Selain itu, pemberian masalah open-ended dalam menilai siswa diharapkan mampu melatihkan keterampilan berpikir kritis.…”

Section: Gambar 5 Contoh Jawaban Siswa Pada Soal Nomorunclassified

Keterampilan Berpikir Kritis Siswa SMA pada Materi Suhu dan Kalor dalam Pembelajaran Fisika

Sundari

Sarkity²

2021

JNSI

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The industrial revolution 4.0 is a new challenge for education sector. One of the skills that students must possess in order to face this challenge is critical thinking skills. These skills can be trained in a variety of disciplines, including physics. Through the implementation of a scientific approach in learning physics, students can practice critical thinking skills. In fact, the implementation of physics learning still used teacher-centered. Students are not given the opportunity to explore their understanding and thinking skills. So, there is a perception that physics is difficult. One of the materials that students consider difficult is heat and temperature. This research aims to describe students' critical thinking skills on heat and temperature in physics learning. The research method used is descriptive method. The research instrument was a critical thinking skill test in the form of essay questions and open interviews. The test was given to 33 students of class XI SMA Negeri 1 Krian Sidoarjo. Data were analyzed using descriptive analysis and the results of interviews were used to obtain in-depth information regarding students' critical thinking skills. In general, the results of the research show that the average critical thinking skills of students are still low. The lowest critical thinking skills of students can be seen in the category of inference and advanced clarification. Meanwhile, students' critical thinking skills in the category of basic clarification, building basic skills, and managing strategies and tactics were in medium criteria. Keywords: critical thinking skills, heat and temperature, physics learning ABSTRAK Revolusi industri 4.0 menjadi sebuah tantangan baru bagi dunia pendidikan. Salah satu keterampilan yang harus dimiliki lulusan pendidikan dalam rangka menghadapi tantangan ini adalah keterampilan berpikir kritis. Keterampilan ini dapat dilatihkan melalui berbagai disiplin ilmu, termasuk fisika. Melalui penerapan pendekatan saintifik dalam pembelajaran fisika dapat melatihkan keterampilan berpikir kritis siswa. Namun, saat ini pembelajaran fisika yang diterapkan masih berpusat pada guru. Siswa tidak diberi kesempatan untuk mengeksplor pemahaman dan keterampilan berpikirnya. Sehingga muncul persepsi bahwa fisika itu sulit. Salah satu materi yang dianggap sulit oleh siswa adalah suhu dan kalor. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis siswa pada materi suhu dan kalor dalam pembelajaran fisika. Metode penelitian yang digunakan adalah metode deskriptif. Instrumen penelitian berupa tes keterampilan berpikir kritis dalam bentuk soal essay dan wawancara terbuka. Tes diberikan kepada 33 orang siswa kelas XI SMA Negeri 1 Krian Sidoarjo. Data dianalisis menggunakan analisis deskriptif dan hasil wawancara digunakan untuk mendapatkan informasi mendalam terkait keterampilan berpikir kritis siswa. Secara umum hasil penelitian menunjukkan bahwa rata-rata keterampilan berpikir kritis siswa masih rendah. Rendahnya keterampilan berpikir kritis siswa terlihat pada kategori membuat kesimpulan dan memberikan penjelasan tindak lanjut. Sedangkan keterampilan berpikir kritis siswa pada kategori memberikan penjelasan sederhana, membangun keterampilan dasar, dan mengatur strategi dan taktik berada pada kriteria sedang.Kata kunci: keterampilan berpikir kritis, suhu dan kalor, pembelajaran fisika

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Pengaruh Model Learning Cycle 5e Dengan E-LKPD Berbasis Multirepresentasi Terhadap Scientific Reasoning Siswa SMP

Setiyawati,

Supeno,

Ridlo

2023

J Educ

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Scientific reasoning is one of the important skills students and graduates need today. Scientific reasoning is part of high-level thinking skills and is one of the skills required in school curriculum implementation. Even though it is an important skill, research data shows that students' scientific reasoning is still unsatisfactory. The purpose of this study is to examine how junior high school students' scientific reasoning is affected when the 5E learning cycle model and multi-representation-based E-LKPD are used to execute learning. The study was carried out during the even semester of the 2022–2023 school year at SMP Negeri 2 Panti. Students in classes IX B and IX E served as the research samples, while all IX students comprised the study's population. The study used the quasi-experimental design method in conjunction with a quantitative methodology. Examinations, observations, interviews, and documentation were used to gather research data. Research data was analyzed by applying several tests, including the N-gain test, the normality test using Shapiro-Wilk, and the independent sample t-test. The research results show that implementing the 5E learning cycle model using multi-representation-based E-LKPD positively influences and impacts the scientific reasoning of students.

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Peningkatan Penalaran Ilmiah Siswa melalui Pembelajaran Guided Inquiry Berstrategi Scaffolding pada Materi Suhu dan Kalor

Cited by 3 publications

References 0 publications

Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment

Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment

Keterampilan Berpikir Kritis Siswa SMA pada Materi Suhu dan Kalor dalam Pembelajaran Fisika

Pengaruh Model Learning Cycle 5e Dengan E-LKPD Berbasis Multirepresentasi Terhadap Scientific Reasoning Siswa SMP

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