The effectiveness of learning media based on the guided inquiry model to improve students science literature skills and scientific attitudes

Pratiwi, Anita Kintan; Makhrus, Muh.; Zuhdi, Muhammad

doi:10.29303/jpm.v16i5.3041

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…Students can continue to improve brain function through creative thinking. A person's network of brain connections will increase and strengthen when growing in an environment rich in stimulation [19]. The performance capacity of the brain can be maintained and optimized as long as it is used to learn and think continuously.…”

Section: Resultsmentioning

confidence: 99%

Analysis of independence and creative thinking skills of students through assignment

Kusmiyati

2022

J. Pijar.MIPA

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This study aims to describe students' independence and creative thinking skills through assignments. The subjects of this research are Biology Education students who take the Nutrition Science elective course as many as 20 people. Independence and creative thinking data were collected using an instrument with a Likert scale. The collected data were analyzed qualitatively into five categories. The results of the independence analysis showed as many as 16 students (80%) in the very good category and 4 students (20%) in the good category. The results of the creative thinking analysis showed as many as 13 students (65%) in the very good category and 7 students (35%) in the good category. It can be concluded that most of the students completing lecture assignments have independence and creative thinking skills in the very good category. The achievement of independence on the indicators of not depending on others, self-confidence, self-initiative, and self-control, each student varied from fairly good, good, and very good categories. Meanwhile, the achievement of independence for the indicators of discipline and responsibility varies in the good and very good categories. (c) The achievement of all indicators of students' creative thinking skills varies in the very good and good categories. The very good category was mostly achieved by students on the indicators of flexible and original thinking skills. In contrast, students mostly achieved the good category on the indicators of evaluation thinking skills.

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Section: Resultsmentioning

confidence: 99%

Analysis of independence and creative thinking skills of students through assignment

Kusmiyati

2022

J. Pijar.MIPA

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“…The type of research used was quasiexperimental. Pre-Experiment Design or quasiexperimental, namely research carried out without a control class and comparison class [19]. The research design used was one group pretestposttest.…”

Section: Methodsmentioning

confidence: 99%

Implementation of project-based learning models to improve science literacy of junior high school students

et al. 2023

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This study aims to provide an overview of students' scientific literacy effectiveness through project-based learning (PjBL). The type of research used is pre-experimental design research through one group pretest-postest design. The subjects in this study were 22 students of class VII A in junior high school SMP Negeri 3 Sumberejo, Bojonegoro, in the 2022/2023 academic year. The data collection techniques used were tests and questionnaires. Research instruments are science literacy tests and student response questionnaire sheets. The results were analyzed using the N-Gain and t-paired tests with effect size. The implementation observation sheet and the response questionnaire were analyzed descriptively and quantitatively. The results showed that the science literacy ability of grade VII A students of SMP Negeri 3 Sumberejo increased from an average pretest score of 30.6 to 38,03 at the post-test. Students' science literacy ability is in a low category with an average N-Gain of 0.10 with an effect size of 0.63 in the moderate category. Improving students' science literacy skills is also supported by implementing learning that is carried out correctly. The application of project-based learning received a positive response from students. Students find learning using project-based learning environmental pollution material fun, attractive, and easy to understand and use, helping to understand the concept of environmental pollution and practicing science literacy. The implication of this study's results is that students should practice many scientific literacy questions referred to as indicators of scientific literacy competency.

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“…Learning is carried out by providing Student Worksheets to improve students' creative thinking have been adapted to the guided inquiry syntax and creative thinking skills. After they finished, they were asked to do a posttest to determine whether there was a development in creative thinking skills [20][21][22]. And the results of the posttest creative thinking skills are in view in Table 4.…”

Section: Creative Thinking Skillsmentioning

confidence: 99%

Implementation of an guided inquiry learning model in the reaction rate theory to improve the student creative thinking skills

Delawanti

Lutfi

2022

J. Pijar MIPA

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This study aims to analyze the implementation of guided inquiry learning, student activities, students' creative thinking skills, and student responses after the guided inquiry model implementation on the reaction rate theory. The investigation uses a quantitative descriptive method with a one-group pretest-posttest design. The data collection method used the observation method, and the tests were tested using the normality test, Paired Sample T-Test, and n-gain. The subjects of this study were the eleventh-grade student at SMAN 7 Kediri, East Java, Indonesia. It shows that guided inquiry learning to improve creative thinking skills has been carried out well. Students use 16% of the time at meeting 1 and 15% at meeting 2 to practice fluency. 23% and 26% at meetings 1 and 2 to practice flexibility, and 11% of meeting time 1 and 8% of meeting 2 is used to practice elaboration. The students' creative thinking skills increased from before and after applying guided inquiry. There were 8 students categorized as quite creative and 24 others less creative before the learning was carried out. After learning, as many as 11 students were categorized as creative, and 21 others were very creative.

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The effectiveness of learning media based on the guided inquiry model to improve students science literature skills and scientific attitudes

Cited by 7 publications

References 6 publications

Analysis of independence and creative thinking skills of students through assignment

Analysis of independence and creative thinking skills of students through assignment

Implementation of project-based learning models to improve science literacy of junior high school students

Implementation of an guided inquiry learning model in the reaction rate theory to improve the student creative thinking skills

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