scholarly journals Scientific Approach and Inquiry Learning Model in the Topic of Buffer Solution: A Content Analysis

2017 ◽  
Vol 895 ◽  
pp. 012042 ◽  
Author(s):  
I A Kusumaningrum ◽  
A Ashadi ◽  
N Y Indriyanti
Keyword(s):  
Content Analysis ◽  
Inquiry Learning ◽  
Learning Model ◽  
Buffer Solution ◽  
Scientific Approach

scholarly journals Development of Applicative-Integrative Student Worksheet Based on Scientific Approach on Reaction Rate Subject

2018 ◽  
Vol 3 (1) ◽  
pp. 6
Author(s):  
Siti Mutmainah ◽  
Usman Usman ◽  
Mukhamad Nurhadi
Keyword(s):  
Mixed Methods ◽  
Learning Process ◽  
Reaction Rate ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Design Development ◽  
Scientific Approach ◽  
Analysis Design

<p>This research aimed to design applicative-integrative student worksheet based on scientific approach, which was applied to the learning process by using guided inquiry learning model. The worksheet was properly assessed from three aspects. There were validity, effectivity and practicality. The approach used in this research was ADDIE approach (Analysis, Design, Development, Implementation and Evaluation) with Embedded Mixed Methods. The stages of this research were extraction of potentials and problems, designing student worksheet, validation by experts including media, subjects, and practitioners, then testing the student worksheet. The results showed that the student worksheet was appropriate based on the analysis of the data obtained. This student worksheet was feasible to be implemented in the learning process of chemistry class, particularly reaction rate subject. The result of this research showed that validity, effectivity and practicality obtained 93.9, 83.1, and 94.3%, respectively.</p><p> </p>

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA SMP BERBASIS PENDEKATAN SAINTIFIK DENGAN MODEL PEMBELAJARAN INKUIRI TERBIMBING

2017 ◽  
Vol 5 (2) ◽  
pp. 903
Author(s):  
Rohmatus Syafi’ah ◽  
Tukiran Tukiran ◽  
Fida Rachmadiarti
Keyword(s):  
Learning Outcomes ◽  
Positive Response ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Average Frequency ◽  
Learning Model ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Scientific Approach

This research aimed to describe the teaching material’s feasibility of IPA based on scientific approach with guided inquiry learning model. This research had been done in three phases, that are creating the teaching material’s, validating and doing  revision, and verifying them at learning activity in class with one group pretest-posttest design. Techniques for collecting data was conducted through questionnaires, validation, observation, and test. Techniques for analyzing data used descriptive qualitative. The result of research showed that (1) the feasibility of teaching material’s based on scientific approach with guided inquiry learning model of IPA that consist of syllabus,  lesson plan, student book, student worksheet and  the learning outcome test gained 4.89; 4.72; 4.81; 4.79; and 4.51 respectively that are categorized as valid. (2) The implementation of this lesson plan at two meetings in VII-A and VII-B class is categorized as good with average minimal scores 4.00 and got 94% in minimal percentage of agreement aspect; (3) Working in a group was the most dominant student activity at two meetings at VII-A and VII-B classes with average frequency of two meetings, observed are 19 and 10 times (VII-A class), and 18 and 10 times (VII-B class); (4) The learning outcomes that can be analyzed by calculating classical masteries at the first and second meetings on multiple choice and essay are 95.5%; 100%; 91%; 95% (VII-A class); and 91%; 86%; 91%; and 91% (VII-B class) respectively, and (5) Students gave the positive response to the learning process using teaching material’s of IPA based on scientific approach with guided inquiry model with average score to be 3.3 (VII-A class) and 3.4 (VII-B class). Based on the result of the analyzed data, it can be concluded that the teaching material’s of IPA based on scientific approach with guided inquiry model which had been developed was feasible to be used. Tujuan penelitian ini untuk mendeskripsikan kelayakan perangkat pembelajaran IPA SMP berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing. Penelitian ini dilaksanakan dalam tiga tahap, yaitu tahap mengembangkan perangkat pembelajaran, tahap validasi dan revisi, dan tahap uji coba dalam pembelajaran di kelas dengan menggunakan rancangan one group pretest-posttest design. Teknik pengumpulan data dengan angket, validasi, pengamatan, dan tes. Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa: (1) Kelayakan perangkat pembelajaran yang terdiri dari silabus, RPP, buku siswa, LKS, dan tes hasil belajar masing-masing diperoleh hasil 4,89; 4,72; 4,81; 4,79; dan 4,51 dengan kriteria valid. (2) Keterlaksanaan RPP pada dua pertemuan di kelas VII-A dan VII-B mendapatkan kriteria baik dengan skor rata-rata minimal 4,00 dan rata-rata persentase kesepakatan antara dua pengamat minimal 94%; (3) Frekuensi aktivitas siswa yang paling dominan pada dua pertemuan di kelas VII-A dan VII-B adalah bekerja dalam kelompok dengan frekuensi pengamatan rata-rata pada kedua pertemuan berturut-turut 19 dan 10 kali (kelas VII-A), dan 18 dan 10 kali (kelas VII-B) (4) Hasil belajar siswa yang dilihat dari  ketuntasan klasikal pada pertemuan pertama dan kedua pada soal PG dan uraian berturut-turut sebesar 95,5%; 100%; 91%; 95% (kelas VII-A); dan 91%; 86%; 91%; dan 91% (kelas VII-B), dan (5) Respon positif siswa terhadap pembelajaran IPA berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing dengan nilai rata-rata 3,3 (kelas VII-A) dan 3,4 (kelas VII-B). Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa perangkat pembelajaran IPA berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing yang telah dikembangkan layak untuk digunakan.

scholarly journals Learning buffer solution based on virtual lab in senior high school

2021 ◽  
Vol 13 (1) ◽  
pp. 54-59
Author(s):  
Gulmah Sugiharti ◽  
◽  
Aldhi Kurnia ◽  
Keyword(s):  
Hypothesis Testing ◽  
Student Learning ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Guided Inquiry ◽  
Buffer Solution ◽  
Virtual Lab

This study aims to determine whether there is a difference between the use of virtual lab and real lab media in guided inquiry learning on learning outcomes in the buffer solution material. Both learning media are taught using the same learning model, namely the guided inquiry learning model. The samples in this study were class XI MIPA 3 as the experimental I which was taught with the guided inquiry learning model using virtual lab media and class XI MIPA 6 as the experimental II which was taught by guided inquiry learning model using real lab. The instrument used in this research was a test of learning outcomes chemistry of the buffer solution material. The data analysis technique for hypothesis testing was the two-party t-test statistic. The results of data processing showed that the experimental I had a pretest mean of 26.04 and a mean of posttest 79.53, while the experimental II had a mean pretest of 47.95 and a mean of posttest of 72.84. Hypothesis testing was carried out using two-party t test from the learning outcomes data and it was obtained tcount = 2.201 while ttable = 1.988 for α = 0.05 so that tcount> ttable. So Ha accept, that is, there are differences in student learning outcomes taught by guided inquiry models using virtual lab and real lab media. Meanwhile, the increase in student learning outcomes in guided inquiry classes using virtual labs was 72%, and those using real labs were 52%. Keywords: Virtual lab, Real lab, Guided inquiry, Buffer solutions

scholarly journals Reducing Senior High School Students’ Misconceptions through Inquiry Learning Model on Thermochemistry Material

2020 ◽  
Vol 5 (1) ◽  
pp. 43-54
Author(s):  
Maria Erna ◽  
Susilawati Susilawati ◽  
Ramadani Ramadani
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Scientific Approach ◽  
Randomized Control ◽  
Senior High School Students

Misconception is a serious problem faced by high school students. Through the application of inquiry learning model, this study tries to reduce students' misconceptions, especially on thermochemical material.  The experimental method with the pretest-posttest randomized control group design was used in this study. The samples of the research were 72 eleventh-grade high school students. The inquiry model was applied to the experimental class and the scientific approach was applied to the control class. The three-tier multiple choice with the Certainty of Response Index (CRI) was used to look at misconceptions experienced by the students. The results of the statistical calculation found that the toserved was greater than tcritical. The reduction of misconception categories and the percentage of reduction of misconceptions in the experimental class was 47.53 % in the medium category. Based on the results, it can be concluded that the inquiry learning model helped the students to overcome the misconceptions in thermochemical material. The researcher recommends that the inquiry learning model can be applied to other chemistry materials because their learning can help students find the correct concepts and reduce misconceptions.

scholarly journals Implementasi Pendekatan Saintifik Pada Sintaks Discovery/Inquiry Learning, Based Learning, Project Based Learning

2019 ◽  
Vol 8 (1) ◽  
pp. 90
Author(s):  
Asmin Banawi
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Approach To Learning ◽  
Adequate Knowledge ◽  
Scientific Approach ◽  
Library Studies ◽  
Learning Plans ◽  
Relationship Of ◽  
The Relationship

One of the demands of the 2013 curriculum is the use of a scientific approach to learning. The existence of this approach certainly requires adequate knowledge by the teacher about learning and its implementation in the classroom. Therefore, the purpose of this study is to describe the relationship of the five stages of the scientific approach (5M) with the syntax of several learning models (discovery/inquiry learning, based learning, project based learning). To answer these objectives, references and relevant research results are used through library studies. Analysis of the relationship of the five stages of the scientific approach to the syntax of the learning model is done by a structural approach. The results of the study indicate that the scientific approach can be used together with the learning model. The five stages of the scientific approach can be synchronized with the syntax of the existing learning model. The results of this study are the provision of knowledge for teachers in preparing learning plans and applying them in classroom learning. Key Words: Scientific Approach, Syntax, Doscovery Learning

scholarly journals Pengaruh Model Pembelajaran Inkuiri Terstruktur dengan Pendekatan Saintifik Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Fisika Siswa

2017 ◽  
Vol 1 (3) ◽  
pp. 210 ◽  
Author(s):  
Lia Saptini Handriani ◽  
Ahmad Harjono ◽  
Aris Doyan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Physics Learning ◽  
Scientific Approach

This study aims to determine the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and physics learning outcomes of class X in SMAN 1 Gerung in academic year 2014/2015. The study uses a quasi experiment with design untreated control group design with pretest and posttest. The sample was selected by clauster random sampling and obtained class X-3 as the experiment class using structured inquiry learning model with scientific approach and class X-6 as the control class using expository learning model. Data post-test were tested for normality, homogeneity, and hypothesis test. Hypothesis test using t-test polled variance with 5% of significance level. The results of the study were obtained: (1) there was the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and (2) there was the effect of structured inquiry learning model with scientific approach on student’s physics learning outcomes  This indicates that the structured inquiry learning model with scientific approach is better than the expository learning model. Expected to do further research on structured inquiry learning model with scientific approach that measure the other of higher order thinking skills.

scholarly journals The Scientific Approach Using Inquiry Learning Model in Improving Forehand Drive Performance of Table Tennis

2020 ◽  
Vol 6 (2) ◽  
pp. 185
Author(s):  
Wahyudin Wahyudin ◽  
Saharullah Saharullah ◽  
Muhammad Aras Malik
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Inquiry Learning ◽  
Learning Model ◽  
Table Tennis ◽  
School Students ◽  
Scientific Approach ◽  
Complete Category

This study aims to test an increase in the ability of a forehand drive in the game table tennis through the implementation of a scientific approach using inquiry learning model for one of Junior High Schools in South Sulawesi, Indonesia. This study applied a classroom action research conducted in two cycles. Each cycle consists of four steps, they are Planning, Implementation, Observation, and Reflection. Seventeen male students and eight females were involved as respondents in this study. Data collection techniques were conducted in the form of field observations and documentation. The data analysis technique used in this study was descriptive qualitative. This study found that the ability of the forehand drive of Junior High School students increased significantly from cycle I to cycle II. Learning outcomes in the first cycle in the complete category was 44%. In the second cycle, an increase of student learning outcomes in the complete category was 80%. Thus, learning table tennis through scientific application using inquiry learning models can improve the ability of students’ forehand drive.

scholarly journals Pengaruh problem solving terhadap efektivitas inkuiri terbimbing dalam pembelajaran larutan penyangga ditinjau dari kemampuan argumentasi ilmiah peserta didik

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
Tsaniyatur Rizqi Nurul Laily ◽  
Suharti Suharti ◽  
Siti Marfu’ah ◽  
Munthalib Munthalib
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Guided Inquiry ◽  
Scientific Argumentation ◽  
Measurement Instruments ◽  
Buffer Solution ◽  
Cluster Random Sampling

This study aims to determine a guided inquiry learning model enriched by problem solving can provide better results for students’ scientific argumentation skills than guided-inquiry learning models. This study applies a quasi-experimental research design with post-test and a descriptive design. The sampling technique in this study applies a cluster random sampling technique. The data of the students’ scientific argumentation skills is obtained from the ability of students to answer the descriptive questions of scientific argumentation. The instruments include learning instruments and measurement instruments. Descriptive analysis and a one-part t-test with the help of SPSS 25 for Windows are used in analyzing the data. The results show that guided inquiry learning model enriched by problem solving serves better results than guided inquiry models towards students' scientific argumentation skills in buffer solution material. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran inkuiri terbimbing yang diperkaya problem solving terhadap keterampilan argumentasi peserta didik pada materi larutan penyangga. Penelitian ini menggunakan rancangan penelitian eksperimental semu dengan pasca tes dan rancangan deskriptif. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Data keterampilan argumentasi ilmiah peserta didik diperoleh dari kemampuan peserta didik menjawab soal tes uraian keterampilan argumentasi ilmiah. Instrumen yang digunakan meliputi instrumen perlakuan dan instrumen pengukuran. Analisis data menggunakan analisis deskriptif dan uji-t satu pihak dengan bantuan program SPSS 25 for windows. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing yang diperkaya problem solving memberikan hasil yang lebih baik dibandingkan model inkuiri terbimbing terhadap keterampilan argumentasi ilmiah peserta didik pada materi larutan penyangga.

scholarly journals MODEL PEMBELAJARAN INKUIRI TERINTERNALISASI AYAT-AYAT AL-QUR’AN UNTUK MENINGKATKAN PEMAHAMAN KONSEP LARUTAN PENYANGGA DAN KARAKTER ISLAMI SISWA

2017 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Safrijal Safrijal
Keyword(s):  
Student Behavior ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Buffer Solution ◽  
Student Responses ◽  
Sample Test ◽  
Quasi Experimental ◽  
The Subject ◽  
The Individual

The research was motivated by rise of student behavior who have not reflected noble character and still rarity of teacher internalize the chemical in the verses of the Qur'an. This research aim to determine the application of inquiry learning model internalized the verses of the Qur'an on the concept of buffer solution and get an idea of the level of students 'understanding of concepts, and obtain a description of Islamic character student responses on the implementation of inquiry learning model internalized the verses of the Qur' 's. The research method used was a quasi-experimental design with one group pretest posttest design. Sampling technique is purposive sampling. The subject in this study is XIIA2 grader who amounted to 30 people, consisting of 8 men and 22 women. The data was collected using a pretest and posttest for understanding concepts, observation sheet to observe Islamic character, LKS for inquiry learning activities and a questionnaire to determine students' responses to the implementation of inquiry learning model internalized the verses of the Qur'an. Data processing is performed with N-gain test pretest and posttest values of the individual students, the value of N-gain of 0.80 which is higher categories were 19 students (63.33%) and N-gain value of 0.66 was considered a total of 11 students (36.67%), and obtained an overall average of the N-average gain of 0.78 is considered high. Based on the results of t-test (paired sample test) obtained -thitung

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