scholarly journals ESCALATION IN STUDENTS’ SCIENCE PROCESS SKILLS ON CHAPTER WAVE VIBRATION AND SOUND THROUGH GUIDED INQUIRY LEARNING MODEL

2020 ◽  
Vol 5 (2) ◽  
pp. 70-79
Author(s):  
Winarti Winarti Dr. M.Pd.Si. ◽  
Mia Permata Sari
Keyword(s):  
Cognitive Abilities ◽  
Inquiry Learning ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Design Data ◽  
Ability Test ◽  
Science Process Skills ◽  
Physics Learning

This study aims to determine: (1) the effect of guided inquiry models on students' science process skills, (2) improvement of skills the science process of students with learning inquiry models, This research is a quasi-experimental study with non-equivalent control group design. Data collection techniques used were test and non-test. The instruments in this study were a pretest-posttest cognitive ability test sheet, student worksheets and an observation sheet for science process skills. The data analysis technique used is non-parametric statistics with the Mann Whitney U test, Normalized Gain (N-Gain) and descriptive analysis. The results of this study are that (1) Physics learning using guided inquiry learning models influences the cognitive abilities of students with a significance level (sig. 2-tailed) of 0.013. (2) Physics learning using guided inquiry learning models can improve students' cognitive abilities with an average value of n-gain of 0.701 which is included in the high criteria. Keywords: Guided Inquiry, Science Process Skills, Cognitive Skills, Wave Vibration and Sound.

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.

scholarly journals Learning Facilities that Can Develop Science Process Skills in Indonesia : Review of Experimental Studies

2021 ◽  
Vol 7 (4) ◽  
pp. 910
Author(s):  
Muhammad Syazali ◽  
Muhammad Erfan ◽  
Baiq Niswatul Khair
Keyword(s):  
Inquiry Learning ◽  
Experimental Studies ◽  
Data Sources ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Science Process Skills ◽  
Learning Aids ◽  
Review Study ◽  
The Many

Aims of this study are to analyze: (1) types of learning facilities, (2) variants of each type of learning facilities, and (3) recommendations for implementation of variants of types of learning facilities that are empirically proven to be effective in developing the science process skills of students in Indonesia. This research is a literature review study. The data sources are articles in journals and proceedings published from 2016 to 20120. The articles that have been collected are then analyzed using the thematic method. Learning facilities consist of 7 types, namely strategies, approaches, models, methods, media, and learning aids. In total there are 106 variants with details of 7 variants of the type of strategy, 7 variants of the type of approach, 34 variants of the type of model, 11 variants of the type of method, 28 variants of the type of media, 5 variants of the type of teaching aid, and 15 variants of the type of learning device. From these various variants, there are 7 variants that are recommended to be used in facilitating students and students in developing their SPS. The variants are guided inquiry learning models, inquiry, PBL, PjBL and learning cycles, as well as learning media variants of modules and worksheets. This review is useful as a reference for teachers and lecturers because it provides various choices of learning facilities that can be applied to improve science process skills. The many choices help them to match the characteristics of the learners to be facilitated, their ability to implement, and the availability of infrastructure.

scholarly journals Model Pembelajaran Inkuiri Terbimbing dan Pengaruhya terhadap Keterampilan Proses Sains Siswa (Guided Inquiry Learning Model and Its Effect on Student Science Process Skills)

2019 ◽  
Vol 2 (2) ◽  
pp. 101
Author(s):  
Mega Fauziyah Adirahayu ◽  
Fitria Eka Wulandari
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Test Method ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Science Process Skills ◽  
Equivalent Control

The purpose of this study is to find out whether there is an influence of the learning model Guided inquiry on the learning outcomes of science process skills of students at SMP Negeri 2 Wonoayu. The design of this study is the non-equivalent control group design. The samples used in this study were 2 classes with sampling techniques. Where from the two classes, one class is used as the experimental class, which is given treatment by using the guided inquiry learning model, while the next class is used as the control class by using the learning model that is usually used in the class. The research instrument used was a matter of science process skills with data collection techniques using the test method in the form of pre-test and post-test questions. Data analysis techniques are carried out using the "t" test. From the "t" test, the results show that there is a significant influence between the guided inquiry learning model on 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 Peningkatan Keterampilan Proses Sains Dan Kreativitas Siswa Melalui Model Inkuiri Terbimbing

2019 ◽  
Vol 7 (1) ◽  
pp. 43
Author(s):  
Wiwin Trisnawati ◽  
Sulistyono Sulistyono ◽  
Anna Fitri Hindriana
Keyword(s):  
Junior High School ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Improvement Science ◽  
Science Process Skills ◽  
Average Value ◽  
Eighth Grade Students ◽  
Quasi Experimental

One of alternative way to improve science process skills and student creativity is by using guided inquiry learning model. Improvement science process skills research and student creativity in the excretion system material concept was carried out in� SMP Negeri 1 Cigandamekar. This research was carried out by quasi-experimental method. The research was conducted on the eighth grade students of junior high school. The research� used two classes, there are class VIIIA as control and VIIIB as experimental classes. In control class� the learning process is carried out by conventional methods namely lectures and information discussions. While in the learning experimental class using guided inquiry models with discussion learning methods.The result shows that studied with guided inquiry models is increasing value of 96 % from learning I to learning II. The students who studied using guided inquiry learning models have higher values of science process skills than the control classes that using conventional learning models. This is proved by the average value of N-Gain in the assessment of science process skills in the experimental class which is 0.35 while in the control class the value of N-Gain is 0.23. The average value of science process skills in the control class was 53,48 and in the experimental class the value was 64,33. There is increasing value of students' science process skills after learning with a guided inquiry model of 10.22% The average value of creativity in the control class was 62.96 and in the experimental class the value was 83.28. And there is increasing in the value of students' creativity with indicators of fluency, flexibility, elaboration and originality with a cumulative value of 24.39%. Student responses toward learning with guided inquiry models value was 32,06 and students was agreeKeywords: Science Process Skill; Creativity; Excretion; Guided Inquiry

scholarly journals Pengaruh Model Pembelajaran Inkuiri dengan Bantuan Media Tiga Dimensi Terhadap Keterampilan Proses Sains dan Hasil Belajar Fisika Peserta Didik

2020 ◽  
Vol 6 (1) ◽  
pp. 113
Author(s):  
Ridayatul Jannah Putri Maharani ◽  
Muhammad Taufik ◽  
Syahrial Ayub ◽  
Joni Rokhmat
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Three Dimensional ◽  
Choice Test ◽  
Process Skills ◽  
Multiple Choice Test ◽  
Learning Models ◽  
Science Process Skills ◽  
Physics Learning

This study aims to determine the effect of inquiry learning models with three-dimensional media on science process skills and physics learning outcomes of students. This study uses quasi-experiment by taking work and energy topics. Data collection on science process skills using an observation sheet. Whereas for the learning outcomes data is done with multiple choice test techniques as many as 25 questions. Data analysis using manova test with significant obtained at 0.00 (significant <0.05). With a significance of less than 0.05 this shows that there is influence on the experimental class and the control class on, so it can be concluded that the application of the inquiry learning model with the help of three-dimensional media has an influence on students' science process skills and physical learning outcomes.

scholarly journals THE EFFECT OF PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) MODEL ON SCIENCE PROCESS SKILLS (SPS) AND STUDENTS' COGNITIVE ABILITIES ON THE CONCEPT OF REACTION RATE

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Said Idrus ◽  
Mahmud Mahmud ◽  
Zainuddin Muchtar
Keyword(s):  
Cognitive Abilities ◽  
Reaction Rate ◽  
Inquiry Learning ◽  
Multiple Choice ◽  
Process Skills ◽  
Guided Inquiry ◽  
Multiple Choice Questions ◽  
Science Process Skills ◽  
Significant Difference ◽  
Process Oriented

This study aims to determine the effect of the Process Oriented Guided  Inquiry Learning (POGIL) model on Science Process Skills (SPS), cognitive abilities and the correlation between SPS and students' cognitive abilities on the reaction rate concept. The sample in this study were 35 students of class XI SMA Negeri Seribu Bukit 2016/2017 academic year. The data was collected through observation and test. 20 multiple choice questions (alpha=0.81) were used to collect data of student’s SPS. While students' cognitive abilities were obtained by pre-test and post-test using 20 multiple choice questions (alpha=0.84). The distributed normally and homogeneously. The hypothesis was tested by using Paired Sample t-Test at a significance level of 0.05. Based on the data analysis and hypothesis testing carried out, there was a significant difference in the effect of the POGIL model on Science Process Skills (SPS), cognitive abilities and significant interactions between SPS and students' cognitive abilities on the material reaction rate, indicated by the value of each probability or sig. 0,000 0.05, so it can be concluded that the results of testing the hypothesis reject Ho or accept Ha at the 5% alpha level.

scholarly journals Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Joyful Learning (Inter-joy) terhadap Keterampilan Proses Sains Siswa Kelas X SMA Negeri 2 Surakarta Tahun Pelajaran 2012/2013

BIO-PEDAGOGI ◽  
2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Alfian Chrisna Aji ◽  
Slamet Santosa ◽  
Riezky Maya Probosari
Keyword(s):  
Control Group ◽  
Cluster Sampling ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Data ◽  
Academic Year ◽  
Experimental Group

<p>The aim of this research is to ascertain the influence of guided inquiry based joyful learning (interjoy) learning models toward science process skills of X grade students at SMA Negeri 2 Surakarta in academic year 2012/2013. This research was quasi experiment research which used posttest only nonequivalent control group design. This research applied guided inquiry based joyful learning (interjoy) learning models in experimental group and direct instruction learning models in control group.  The population of this research was all of X grade students at SMA Negeri 2 Surakarta in academic year 2012/2013.   Sampling techniques used cluster sampling that choosed X.10 as experiment group and X.8 as control group. Data was collected using KPS test, observation sheet, and document.  The hypotheses analyzed by t-test. This research concluded that application of guided inquiry based joyful learning (interjoy) learning models has real influential toward science process skills of X grade students at SMA Negeri 2 Surakarta.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: guided inquiry based joyful learning (interjoy) learning models, science process skills</p>

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