scholarly journals The Effect of Guided Inquiry Model on Improving Student's Learning Outcomes and Science Process Skills in Qualitative Analytical Chemistry Practicum

2020 ◽  
Vol 8 (11) ◽  
pp. 5457-5462
Author(s):  
Anna Juniar ◽  
Albinus Silalahi ◽  
Retno Dwi Suyanti
Keyword(s):  
Analytical Chemistry ◽  
Learning Outcomes ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills

scholarly journals Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains

2016 ◽  
Vol 2 (2) ◽  
pp. 252 ◽  
Author(s):  
Yuliana Subekti ◽  
Ariswan Ariswan
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Physics Learning ◽  
Randomized Sampling ◽  
Cluster Randomized

Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika siswa dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Jenis penelitian ini adalah penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 9 Yogyakarta pada semester genap tahun ajaran 2014/2015 yaitu 192 siswa. Sampel dipilih sebanyak dua kelas dengan menggunakan teknik cluster randomized sampling yaitu 64 siswa. Aspek keterampilan proses sains yang diteliti yaitu pengamatan, pelaksanaan penelitian, pengkomunikasian, peramalan dan penyimpulan. Teknik analisis data yang digunakan adalah uji MANCOVA dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan hasil belajar fisika aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika pada siswa kelas X di SMA Negeri 9 Yogyakarta dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen.Kata Kunci: model pembelajaran inkuiri terbimbing, metode eksperimen, keterampilan proses sains, hasil belajar aspek kognitif. The Physics Learning with Experimental Methods to Increase Cognitive Aspects of Learning Outcomes and Science Process Skills AbstractThis study aims to investigate whether there is an increase of the cognitive aspects of learning outcomes and science process skills in terms of the first physics ablility with guided inquiry learning model through the experimental method. This type of research is quasi experimental research. The study population was all students of class X in SMA N 9 Yogyakarta in the second semester of 2014/2015 academic year as many as 192 students. The samples were as many as two classes using cluster randomized sampling technique  were 64 students. The aspects of the science process skills were constructing observations, conducting research, communicating, predicting and making inferences. The data were analyzed using MANCOVA with the significance level of 0.05. The results of the study show that there is a significant increase of the cognitive aspect of physics learning outcomes and science process skills in terms of the firts physics ability of the class X students in SMA N 9 Yogyakarta with guided inquiry learning model through the experimental methods.Keywords: guided inquiry learning model, experimental method, science process skills, cognitive aspects of learning outcomes

scholarly journals Pengembangan Perangkat Pembelajaran Berorientasi Lingkungan Sekitar Bantaran Sungai Barito Untuk Melatihkan Keterampilan Proses Sains

2017 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Imam Nor Ihsan ◽  
Muhammad Arifuddin Jamal ◽  
Abdul Salam M.
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Qualitative And Quantitative ◽  
Analysis Techniques ◽  
Device Validation ◽  
Quantitative Descriptive

 Pada proses perangkat pembelajaran  di sekolah dinilai masih kurang layak. Hal ini berimplikasi pada keterampilan proses sains dan hasil belajar kognitif siswa yang rendah. Untuk itu dilakukan pengembangan perangkat pembelajaran  menggunakan model inkuiri terbimbing yang memiliki tujuan khusus: (1) mendeskripsikan validitas perangkat pembelajaran, (2) mendeskripsikan kepraktisan perangkat pembelajaran yang ditinjau dari keterlaksanaan RPP, (3) Mendeskripsikan efektivitas perangkat pembelajaran yang ditinjau dari hasil belajar kognitif siswa, dan (4) mendeskripsikan pencapaian keterampilan  proses sains siswa. Pada penelitian ini  model yang digunakan model Dick and Carey. Instrumen yang dikembangkan berupa RPP, LKS, THB dan Materi ajar. Teknik pengumpulan data berupa validasi perangkat pembelajaran, pengamatan keterlaksanaan RPP, pengamatan KPS siswa, dan tes hasil belajar.  Teknik analisis data berupa deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan: (1) validitas perangkat pembelajaran berkategori valid, (2) kepraktisan perangkat pembelajaran dinilai terlaksana sangat baik, (3) efektifitas perangkat pembelajaran dinilai efektif, dan (4) pencapaian keterampilan proses sains siswa dinilai sangat baik. Diperoleh simpulan bahwa perangkat pembelajaran menggunakan model inkuiri terbimbing yang dikembangkan layak digunakan dalam pembelajaran. Learning device used in the learning process in schools is still considered less worthy. This has implications for science process skills and cognitive learning outcomes of students is low. To that made the development of the learning device by using the model of guided inquiry which has specific objectives: (1) describe the validity of the study, (2) describe the practicality of the device learning in terms of enforceability of RPP, (3) Describe the effectiveness of the learning in terms of the cognitive learning students, and (4) describe the achievement of science process skills of students. This research is a development which refers to the development model of Dick and Carey. The instrument was developed in the form of lesson plans, worksheets, THB and teaching materials. Technique data collecting device validation study, observation keterlaksanaan RPP, observations KPS students, and the achievement test. Data analysis techniques in the form of qualitative and quantitative descriptive. The results showed: (1) the validity of the learning device category is valid, (2) the practicality of the learning device rated executed very well, (3) the effectiveness of the learning device is considered effective, and (4) the achievement of science process skills of students rated as excellent. Be concluded that the device is guided inquiry learning model developed eligible for use in learning. 

scholarly journals Developing guided inquiry module in animal reproductive system material

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nosi Qadariah ◽  
Sri Rahayu Lestari ◽  
Fatchur Rohman
Keyword(s):  
Learning Outcomes ◽  
Reproductive System ◽  
Cognitive Learning ◽  
Analysis Of Covariance ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Rank Analysis ◽  
Analysis Technique ◽  
Cognitive Learning Outcomes

Guided inquiry module is one of alternative to improve students’ science process skills and cognitive learning outcomes. The aim of this research was to produce guided inquiry module in animal reproductive system material as well as improving student science process skills and cognitive learning outcomes. The research used ADDIE development model which consists of the following stages: analyze, design, develop, implement, and evaluation. The research instruments for collecting the data included material and media expert validation sheets, field practitioner questionnaire, module practicality questionnaire, pretest and posttest question sheets (used to measure science process skills and cognitive learning outcomes). The data analysis technique used were quantitative and qualitative descriptions as well as quade's rank analysis of covariance. The results of content and media expert validations were 94.84%  and 92.43%  respectively. In addition, the field practitioner response reached 95.7% and the module practicality value was 91.3%. Furthermore, the module has significantly improved students’ science process skills [F(1,78) = 42.509, p < 0.05] and  cognitive learning outcome  [F(1,78) = 7.480, p < 0.05]. Hence, the module is recommended to be implemented in delivering animal reproductive system.

scholarly journals PENGARUH MODEL PEMBELAJARAN InSTAD TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF FISIKA DI SMA

2015 ◽  
Vol 1 (2) ◽  
pp. 202 ◽  
Author(s):  
Richie Erina ◽  
Heru Kuswanto
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Significance Level ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran InSTAD terhadap: (1) keterampilan proses sains peserta didik, (2) hasil belajar kognif peserta didik, dan (3) proses sains dan hasil belajar kognitif peserta didik. Penelitian ini merupakan penelitian kuantitatif dengan mengguna-kan desain kuasi eksperimen. Analisis data menggunakan Independent t-test dan MANOVA. Hasil penelitian menunjukkan: (1) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 7.47 dan 7.53) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (2) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 4.41dan 5.00) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (3) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dan hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (F= 26.36) dan signifikansi sebesar 0.00 (sigifikansi < 0.05). Kata Kunci: InSTAD, keterampilan proses sains, hasil belajar kognitif   THE EFFECT OF InSTAD LEARNING MODEL ON THE SCIENCE PROCESS SKILLS AND COGNITIVE LEARNING OUTCOMES IN PHYSICS IN SENIOR HIGH SCHOOL Abstract This study aims to find out the effect of InSTAD learning model on: (1) the science process skills of the students, (2) the cognitive learning outcomes of the students, (3) the science process skills and cognitive learning outcomes of the students. This study is a quantitative research using a quasi-experimental design. The data analysis used the Independent t-test and MANOVA. The results show that: (1) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills of the students than guided inquiry learning does, and it is shown by the output value of the t-test (7.47 and 7.53) at the significance level of 0.00. (significance < 0.05); (2) the implementation of InSTAD learning model gives a significantly more positive effect to the cognitive learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the t-test (4.41and 5.00) at the significance level of  0.00 (significance < 0.05); (3) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills and learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the F-test (26.36) at the significance level of 0.00 (significance < 0.05). Keywords: InSTAD, science process skills, cognitive learning outcomes

Application of the Science Process Skill Approach in Improving Student Activities and Learning Outcomes in Science Subjects in Kabuyu Inpres Elementary School

2020 ◽  
Vol 3 (1) ◽  
pp. 14-23
Author(s):  
Ni Made Catri ◽  
Lilies N. Tangge ◽  
Afadil Afadil
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Process Skills ◽  
Research Subjects ◽  
Class V ◽  
Science Process Skills ◽  
Percentage Score ◽  
Student Activities

This study aims to describe the increase in activities and student learning outcomes in learning Natural Sciences in class V Kabuyu Inpres Elementary School through the application of the science process skills approach. The method used in this research is classroom action research which consists of 4 stages, planning, implementation, observation, and reflection, with data collection techniques using evaluation tests, observation sheets, and field notes. Research subjects were 27 students. The results showed that using existing instructional devices showed an increase in student and teacher activities. Student learning activity shows the percentage score obtained on the first cycle is 70.05% in the category enough, in the second cycle showed an increase in the percentage score of 90.48% category very good, an increase of 20.43%. Teacher observation activities when applying the material in class I showed a percentage score of 78.33% in the good category, in the second cycle, the percentage score was 95.00% in the very good category, an increase of 16.67%. In the results of the analysis of evaluation tests, the first cycle students showed the percentage of classical completeness 53.70% for the percentage of classical absorption 71.06%, the second cycle showed an increase in the results of the evaluation test evaluation on the percentage of climax completeness obtained 90.74%, and the percentage of absorption laxative results showed 84.96%, KBK increased by 37.04% and DSK increased by 13.90%. Based on the acquisition of these results, it was concluded that the approach to science process skills can improve student learning activities and outcomes in the heat transfer material in class V of Kabuyu Inpres Elementary School in 2018-2019.    

Use of guided inquiry learning model to improve skills of biological science process to senior high school students

2019 ◽  
Vol 1 (2) ◽  
pp. 84-96
Author(s):  
Noor Lailah Sahlan
Keyword(s):  
High School Students ◽  
Growth And Development ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Plant Growth And Development ◽  
School Students ◽  
Science Process Skills ◽  
Senior High School Students

The purpose of this study is to determine the extent to which students 'science process skills in Biology subjects can be increased through the use of Guided Inquiry learning models and to know students' responses to learning that has been implemented as a reflection of learning. This research was conducted at SMAN 1 Kota Tangerang Selatan on students of class XII Science. This research uses Classroom Action Research (CAR)  methods. The results showed that the use of Guided Inquiry learning models in Biology concepts of plant growth and development concepts can provide positive and significant improvements to students' science process skills.

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