scholarly journals Pembelajaran Inkuiri Terbimbing dengan Pendekatan STEM (Science, Technology, Engineering, Mathematics) untuk Pemahaman Konsep dan Keterampilan Argumentasi Siswa SMA pada Materi Laju Reaksi

2021 ◽  
Vol 5 (11) ◽  
pp. 1652
Author(s):  
Astrid Kinantya Paramita ◽  
Yahmin Yahmin ◽  
I Wayan Dasna
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Inquiry Learning ◽  
Education Quality ◽  
Learning Approaches ◽  
Guided Inquiry ◽  
Scientific Exploration ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Important Activity

<p><strong>Abstract:</strong> Argumentation is an important activity in scientific exploration which has been agreed as a major component in science education. Quality argumentation skills are formed with the understanding of concepts owned by students. The current low level of argumentation skills is caused by the learning process. Application of guided inquiry learning with the STEM approach is expected to provide space to practice arguments based on the results of the constructs of students' concepts during learning. The results of the study stated that differences in initial abilities, the application of guided inquiry with the STEM approach affect the concepts understanding and argumentation skills of students. Also there is no interaction, between models and learning approaches and initial abilities towards understanding concepts and argumentation skills.</p><strong>Abstrak:</strong><em> </em>Argumentasi merupakan aktivitas penting pada eksplorasi ilmiah yang telah disepakati sebagai komponen utama dalam pendidikan sains. Keterampilan argumentasi yang berkualitas dibentuk dengan modal pemahaman konsep yang dimiliki siswa. Rendahnya keterampilan argumentasi saat ini salah satunya disebabkan oleh proses pembelajaran. Penerapan model pembelajaran inkuiri terbimbing dengan pendekatan STEM diharapkan dapat menyediakan ruang untuk melatih argumentasi berdasarkan hasil konstruk konsep siswa selama pembelajaran. Hasil penelitian menyatakan bahwa perbedaan kemampuan awal, penerapan inkuiri terbimbing dengan pendekatan STEM berpengaruh terhadap pemahaman konsep dan keterampilan argumentasi siswa namun tidak ditemukan adanya interaksi antara model maupun pendekatan pembelajaran dan kemampuan awal terhadap keterampilan argumentasi dan pemahaman konsep.

scholarly journals The Effectiveness of SW (Student Worksheets) Based on STEM (Science, Technology, Engineering, Mathematics) to Train Students' Creative Thinking Skills

2021 ◽  
Vol 5 (1) ◽  
pp. 1-18
Author(s):  
Anugrah Agustina ◽  
Yuni Sri Rahayu ◽  
Yuliani Yuliani
Keyword(s):  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Test Design ◽  
Learning Approaches ◽  
Research Subjects ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
Basic Competency

Existing learning has not fully facilitated 4C (critical thinking, communication, collaboration, and creativity) skills and there are obstacles for students to encounter in studying biology, especially the material about plant tissue. It happens due to various limitations in achieving basic competency skills. One of the learning approaches that can be used to support 4C skills is the STEM approach which is supported by student worksheets (SW) to guide the learning process. The purpose of this study was to measure the effectiveness of STEM-based SW to train students' creative thinking skills. The research method used is descriptive quantitative and qualitative with one group pre-test and post-test design. The research subjects were 21 students of XI grades at SMAK St.Hendrikus. Data analysis of the N-Gain test of creative thinking skills obtained an average N-gain of 0.7 with a medium category. The N-Gain analysis of creative thinking skills using the T-Test with a sig. (2-tailed) value of 0.000 indicates that STEM-based worksheets are effective in training students' creative thinking skills.

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 Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020 ◽  
Vol 12 (8) ◽  
pp. 3259
Author(s):  
TBM Chowdhury ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Sustainable Development Goals ◽  
School Setting ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Development Goals ◽  
Informed Citizenry ◽  
Technological Decision Making

This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

scholarly journals The Method Of The Influence Of Leading Inquiry Learning On Student Learning Outcomes In Ecosystem Main Materials

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
M. Khoirudin ◽  
Cici Novitasari
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Inquiry Learning ◽  
T Test ◽  
Learning Method ◽  
Guided Inquiry ◽  
Final Test ◽  
Significance Level ◽  
Teachers And Students ◽  
Inquiry Method

The inquiry learning method in its development has a role in education in schools. In its implementation, the learning method for incuri plays a role for both teachers and students in the learning process, because the incuri method focuses on the activity of students in the learning process, while the teacher as a facilitator and mitivator when the learning process begins.The method used was Quasi Experiment with the Nonequeivalent Contol Group Design. This research was conducted at MT Agung Bandar Agung, East Lampung. In this study consisted of two groups namely the experimental and control groups. Learning outcomes instruments are in the form of a multiple choice form test that has been tested for validity, reliability and distinguishing features and the degree of difficulty. Data analysis using t-test on significance level of 0.05 can be seen from t table> t table.The results of the study revealed that, the learning outcomes of students after using the guided inquiry method was "significant" with an average final test of 84.83. While the learning process without using the guided inquiry method has a "less significant" qualification of 59.16. The t-test for the value of the final test obtained tcount> t table is 10.067> 1.658 at a significant level of 5% or 0.05. This is according to the t-test criteria which means that Ho is rejected and H1 is accepted. From this study it can be concluded that the learning outcomes of students who use guided inquiry methods have a positive effect on learning outcomes in the subject matter of the ecosystem.

scholarly journals Model pembelajaran process oriented guided inquiry learning (POGIL): Peningkatan disposisi matematika dan self-confidence mahasiswa tadris matematika

2018 ◽  
Vol 5 (2) ◽  
pp. 159-167
Author(s):  
Elfi Rahmadhani
Keyword(s):  
Learning Process ◽  
Inquiry Learning ◽  
Average Score ◽  
Guided Inquiry ◽  
Self Confidence ◽  
Before And After ◽  
Process Oriented ◽  
Pre Treatment

Penelitian ini bertujuan untuk mengetahui peningkatan disposisi matematika dan self-confidence mahasiswa dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL). Penelitian ini merupakan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah mahasiswa Program Studi Tadris Matematika (TMA) STAIN Gajah Putih Takengon semester V sebanyak 67 orang. Instrumen dalam penelitian ini adalah lembar observasi dan angket. Lembar observasi digunakan untuk mengamati aktivitas dosen dan mahasiswa selama perkuliahan berlangsung, serta angket diberikan kepada mahasiswa untuk melihat peningkatan disposisi matematika dan Self-confidence. Pemberian angket disposisi matematika dan self-confidence dilakukan sebelum dan setelah diberikan perlakuan menggunakan model Process Oriented Guided Inquiry Learning (POGIL). Berdasarkan hasil penelitian dapat disimpulkan bahwa model Process Oriented Guided Inquiry Learning (POGIL) dapat meningkatkan disposisi matematika dan self-confidence mahasiswa. Nilai rata-rata disposisi matematika mahasiswa sebelum perlakuan adalah 64,10, sedangkan setelah diberi perlakuan menjadi 76,91. Nilai rata-rata Self-confidence rata-rata sebelum perlakuan adalah 49,61, setelah perlakuan meningkat menjadi 59,79.Model of process oriented guided inquiry learning (POGIL): Improving mathematical disposition and self-confidence of students’ tadris matematika AbstractThis study was aimed to know improvement of students’ mathematical disposition and self-confidence with applying model of Process Oriented Guided Inquiry Learning (POGIL). The method of this study was descriptive quantitative. The subjects were 50 students of Tadris Matematika (TMA) STAIN Gajah Putih Takengon, Nangroe Aceh Darussalam, Indonesia, in semester V. The instruments of this study were observation sheet and questionnaires. Observation sheet was using to observe activities of lecturer and students on learning process, while questionnaire was giving to students to know improvement of their mathematical disposition and self-confidence. The students filled the questionnaire before and after they were given a treatment. Based on the results of this study it could be concluded that model of Process Oriented Guided Inquiry Learning (POGIL) could improve students’ mathematical disposition and self-confidence. The average score of students’ mathematical disposition in pre-treatment was 64.10 and after treatment was 76.91. While, the average score of students’ self-confidence in pre-treatment was 49.61 and after treatment was 59.79.

SeneSTEM: promoting STEM in Senegal

2019 ◽  
Vol 15 (S367) ◽  
pp. 387-389
Author(s):  
Salma S. Mbaye ◽  
Modou Mbaye ◽  
Katrien Kolenberg
Keyword(s):  
Science Education ◽  
Young People ◽  
International Collaboration ◽  
Children And Young People ◽  
Scientific Careers ◽  
Science Technology ◽  
Stem Disciplines ◽  
Engineering Mathematics ◽  
The University ◽  
The City

AbstractSeneSTEM aims to bring Senegalese children and young people into contact with science, and – by extension – with the STEM disciplines (Science Technology Engineering Mathematics) in a very accessible and illustrative way. We do this with concrete workshops and experiments, for both teachers and for groups of children and young people. In collaboration with different educational organisations in Senegal, among which the Senegalese Association for the Promotion of Astronomy, SeneSTEM ensures that all layers of the population are enthusiastic about science (education). Special attention is given to motivating girls for scientific careers. SeneSTEM actions are based on an international collaboration partly supported by development funds from the city of Antwerp and the University of Antwerp (Belgium).

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MELALUI PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) MAHASISWA PENDIDIKAN IPA FKIP ULM

Vidya Karya ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 60
Author(s):  
Ellyna Hafizah ◽  
Syubhan An'nur
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Education Department ◽  
Lack Of Information ◽  
Post Test ◽  
Innovative Learning ◽  
The Subject ◽  
Process Oriented

Abstract. This research aims to see the effectiveness of using Process Oriented Guided Inquiry Learning (POGIL) toward problem solving ability of students. This research was conducted due to lack of information of students’ ability in solving the problem, especially students of Science Education Department (IPA) when they were given an innovative learning such POGIL. Problem solving ability is an ability that can be trained in learning process which is closely related to master the concept by students. Mix method is used in this research. The subject of this research is students of Science Education Department FKIP ULM batch 2015. To collect the data, it used quantitative data of pre-test and post-test of the ability of problem solving and qualitative data, observation and interview. The result of this research shows that the ability of students in solving the problem has been significantly increased by using POGIL.  Keywords: Process Oriented Guided Inquiry Learning (POGIL), problem solving, science education  Abstrak. Penelitian ini dilakukan untuk mengetahui pengaruh pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap kemampuan pemecahan masalah mahasiswa. Penelitian ini dilatarbelakangi karena belum diketahuinya bagaimana kemampuan pemecahan masalah mahasiswa pendidikan IPA ketika diberikan suatu pembelajaran inovatif salah satunya POGIL. Kemampuan pemecahan masalah merupakan kemampuan yang didapat dilatihkan dalam suatu proses pembelajaran yang erat kaitannya dengan penguasaan konsep mahasiswa. Jenis penelitian ini merupakan penelitian mix method. Subyek penelitian ini adalah mahasiswa Prodi Pendidikan IPA FKIP ULM angkatan 2015. Pengumpulan data dalam penelitian ini dengan menggunakan data kuantitatif pretest dan posttest kemampuan pemecahan masalah dan data kualitatif dengan lembar observasi dan wawancara. Teknik analisis data yang digunakan adalah teknik analisis data kuantitatif dan kualitatif. Hasil penelitian menunjukkan kemampuan pemecahan masalah mahasiswa sebelum dan sesudah dilakukan pembelajaran POGIL mengalami peningkatan. Kata kunci: Process Oriented Guided Inquiry Learning (POGIL), pemecahan masalah, pendidikan IPA

scholarly journals The Development of Physics Guided Inquiry Learning Package To Facilitate The Science Process Skills of Senior High School

2020 ◽  
Vol 2 (10) ◽  
Author(s):  
Hermesianus Jehadan ◽  
Mohamad Nur ◽  
Z.A. Imam Supardi
Keyword(s):  
High School ◽  
Learning Process ◽  
Inquiry Learning ◽  
Senior High School ◽  
Process Skills ◽  
Development Research ◽  
Guided Inquiry ◽  
Scientific Process ◽  
Learning Materials ◽  
Science Process Skills

The study aims to produce a guided inquiry learning materials to which is valid, practical and effective to facilitate the scientific process skills of senior high school (SMA) students on optical geometry topic. This is a development research with Four-D Model, that is Define, Design, Develop and Disseminate. This development research will be tested to the Grade XI science students of SMAN 1 Welak during their even semester of 2019/2020 using one group of pre-test and post-test. The data collection methods uses validation, observation, test and filling out questionnaries. The result of the analysis shows that: the developed learning materials is very valid; the learning process is carried out very well; and the students become more active in the learning process. The outcomes of students’ science process skills are increased, showed by the N-gain score is 0.95 which is classified in the high category. It can be said that the developed learning materials is valid, practical and effective to facilitate scientific process skills of senior high school students.

scholarly journals A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

2019 ◽  
Vol 43 (2) ◽  
pp. 233-240 ◽  
Author(s):  
Puspha Sinnayah ◽  
Joseph A. Rathner ◽  
Daniel Loton ◽  
Rudi Klein ◽  
Peter Hartley
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
First Year ◽  
Learning Approaches ◽  
Guided Inquiry ◽  
Active Learning Strategies ◽  
Assessment Outcomes ◽  
Small Team

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

scholarly journals The Development of Local-Based Teaching Materials Using Inquiry Learning in Class IV of 105346 Public Elementary Schools Araskabu, School Year of 2019/2020

2021 ◽  
Vol 4 (1) ◽  
pp. 305-321
Author(s):  
Khairunnisa Putri ◽  
Phil. Ichwan Azhari ◽  
R. Musrid
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Activity ◽  
Learning Material ◽  
Learning Approaches ◽  
Development Research ◽  
Learning Tools ◽  
Teaching Materials ◽  
The Right

Nowadays when looking at the behavior of students in the learning process at school, it is known that a student learns because it is an obligation not a necessity. As a result, students do not understand the learning material delivered by the teacher. For this reason, a teacher is required to find the main problem of these problems so that the right solution can be found. This research is a research development (Research and Development). This development research was carried out to produce learning tools which would then be tested in class. Learning tools developed are learning tools with local-based teaching materials in Inquiry Learning. The results of observations through observation and interviews with teachers and students of Class IVSD Negeri 105346 Araskabu in the field showed that teaching and learning activities were almost completely dominated by teachers using conventional methods, namely lectures, notes and assignments. Activities carried out by students during the learning process include sitting neatly, listening to the teacher teach, taking notes, and doing questions. There are also many students who chat and enjoy their respective activities during the learning process. Most elementary school teachers consider themselves to be the introduction of knowledge. When teachers carry out the teaching and learning process in the classroom, learning activity is rarely found that involves students being actively involved, such as discussing, making discoveries, or testing a concept or theory using one of the learning approaches. Such learning will cause negative reactions for students, such as: (1) Students look lethargic, not enthusiastic and even sleepy; (2) Students find learning boring; (3) The results of learning are not in accordance with what is stated in the learning objectives. The negative reactions above lead to low student understanding because the methods used by the teacher are not in accordance with the characteristics of the students being faced.

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