scholarly journals Pengaruh Pembelajaran Inkuiri dengan Scaffolding terhadap Keterampilan Proses Sains dan Pemahaman Konsep Siswa pada Materi Cahaya

2020 ◽  
Vol 5 (12) ◽  
pp. 1800
Author(s):  
Dimas Abdi Haidar ◽  
Lia Yuliati ◽  
Supriyono Koes Handayanto
Keyword(s):  
Inquiry Learning ◽  
Fourth Grade ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Equivalent Control ◽  
Light Material ◽  
Class Iv

<p><strong>Abstract:</strong> The purpose of this study is to examine the effect of inquiry learning with scaffolding on science process skills and understanding of light material concepts in fourth grade students. This type of research is a quasi-experimental design with a non-equivalent control group. The samples taken were students of class IV A (experimental) with 25 students and class IV B (control) with 22 students. The results of this study indicate that the value of science process skills and the percentage of students' understanding of concepts in light material in the experimental class have a significant increase compared to the control class. From the results of Man-Whitney and Anacova statistics it can be concluded that, there is a significant difference in the use of Inquiry learning with scaffolding of science process skills and understanding of light material concepts in fourth grade elementary school students. </p><strong>Abstrak:</strong> Tujuan dari penelitian ini yaitu untuk menguji pengaruh pembelajaran Inkuiri dengan <em>scaffolding</em> terhadap keterampilan proses sains dan pemahaman konsep materi cahaya pada siswa kelas IV. Jenis penelitian ini merupakan eksperimen semu dengan desain <em>non-equivalent control group</em>. Sampel yang diambil merupakan siswa kelas IV A (eksperimen) dengan 25 siswa dan kelas IV B (kontrol) dengan 22 siswa. Hasil penelitian ini menunjukan bahwa nilai keterampilan proses sains dan persentase pemahaman konsep siswa pada materi cahaya di kelas eksperimen memiliki peningkatan signifikan dibanding kelas kontrol. Dari hasil statistik <em>Man-Whitney</em> dan Anacova dapat diambil kesimpulan bahwa, ada perbedaan signifikan penggunaan pembelajaran Inkuiri dengan <em>scaffolding</em> terhadap keterampilan proses sains dan pemahaman konsep materi cahaya pada siswa kelas IV SD.

scholarly journals Application of the Guided Inquiry Model to Improve Science Process Skills High School Students

2021 ◽  
Vol 7 (4) ◽  
pp. 612-616
Author(s):  
Ade Rahayu Fadhilla ◽  
Muhibbuddin Muhibbuddin ◽  
Muhammad Syukri
Keyword(s):  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference

This study aims to improve students' science process skills by applying a guided inquiry learning model to the concept of work and energy learning physics. The research design used was a quasi-experimental control group design. The population in this study was all class X MIA SMA Negeri 5 Banda Aceh, which consisted of five parallel classes who took the science program in the even semester of 2020/2021 with a total of 139 students. Two classes as the research sample were selected by purposive sampling by taking into account the average value of physics for each class. Meanwhile, the determination of the experimental and control classes in this study was carried out randomly. Data on science process skills in both classes was obtained through observation sheets filled out by two observer teachers. The results of data analysis show that, in general, there is a significant difference between the improvement of science process skills in the experimental class and the control class for the indicators of observing, predicting, measuring, communicating, and concluding. However, for classifying indicators, the results were not significantly different. The improvement of science process skills in the experimental class in general for all of these indicators certainly cannot be separated from each step of the guided inquiry learning model they carry out. The positive results of the implementation of physical learning through the inquiry model on students' science process skills can be used as a reference and support for teacher implementation in carrying out the teaching and learning process of physics, especially on the concept of business and energy

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 Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Dwi Rahayu Lestari Noviani
Keyword(s):  
High School Students ◽  
Basic Science ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The achievement of students science process skills in Indonesia is relatively low, this is partly because learning has not yet explored and facilitated students science process skills. This study aims to identify the effect of interactive demonstrations to basic science process skills of senior high school students in environmental change concept, with global warming sub concept. The subjects of this study were X grade of science in second semester, academic year 2017/2018. The method used in this research was quasi experiment with non equivalent pre-test post-test control group design. The research data was collected by using basic science process skills test, observation form, and questionnaire. The results of data analysis using the Mann Whitney test with a significance level of 0,05 to the value of the post-test of basic science process skills showed a significant difference in basic science process skills of students between experimental group and control group. N-gain of basic science process skills in the experimental group is 0,56, while in the control group is 0,43. Improved basic science process skills in the experimental group and control group are in the medium category. Neverthless, the average of N-gain in the experimental group is higher than the control group. The results of this study indicate that 97,5% of learning activities performed well. Based on the results of the research, it can be concluded that the interactive demonstrations learning trains to improve students basic science process skills.

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 The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

2019 ◽  
Vol 9 (2) ◽  
pp. 122 ◽  
Author(s):  
Atiek Winarti ◽  
Leny Yuanita ◽  
Moh. Nur
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Intelligences ◽  
Junior High School ◽  
Teaching Strategy ◽  
Junior High School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

scholarly journals The effect of guided inquiry learning methods on learning outcomes in terms of learning motivation of fourth grade students the theme of my ideals

2019 ◽  
Vol 12 (2) ◽  
pp. 120-128
Author(s):  
Nikmatun Hasanah
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Control Group ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Fourth Grade Students ◽  
Equivalent Control

Abstrak: This study aims to describe the effect of guided inquiry learning methods on learning outcomes in terms of learning motivation of fourth grade students on the theme of my dreams. This research is a quasi-experimental study with the design of a non-equivalent control group. The population in this study was all of the fourth grade of SDN Jember Lor 02 in the 2018/2019 school year which consisted of two classes namely IVA and IVB. The experimental class and control class samples were determined by drawing, so the experimental classes IVA and IVB control classes were obtained. Data was collected using tests and questionnaires. The validity of the test instruments and questionnaires was obtained by using the product moment correlation formula, while the reliability test was obtained using the Cronbach Alpha formula assisted by SPSS version 16. Data were analyzed using Analysis of Variance (ANOVA) type two way analysis of variance with a significance level of 5%. The results showed that: 1) there was a positive and significant influence of the use of guided inquiry learning methods on student learning outcomes of high motivation groups, and 2) there was a positive and significant effect of the use of guided inquiry learning methods on low motivation group student learning outcomes. Pengaruh metode pembelajaran inkuiri terbimbing terhadap hasil belajar ditinjau dari motivasi belajar siswa kelas iv tema cita-citakuAbstrak: Penelitian ini bertujuan untuk mendeskripsikan pengaruh metode pembelajaran inkuiri terbimbing terhadap hasil belajar ditinjau dari motivasi belajar siswa kelas IV dengan tema cita-citaku. Penelitian ini merupakan penelitian quasi experiment dengan desain non-equivalent control group. Populasi dalam penelitian ini adalah seluruh kelas IV SDN Jember Lor 02 pada tahun pelajaran 2018/2019 yang terdiri dari dua kelas yaitu kelas IVA dan IVB. Sampel kelas eksperimen dan kelas kontrol ditentukan melalui pengundian, sehingga diperoleh kelas eksperimen IVA dan kelas kontrol IVB. Data dikumpulkan menggunakan tes dan angket. Validitas instrumen tes dan angket diperoleh dengan menggunakan rumus korelasi product moment, sedangkan uji reliabilitasnya diperoleh dengan menggunakan rumus Alpha Cronbach berbantuan SPSS versi 16. Data dianalisis menggunakan uji ANOVA (Analysis of Varians) jenis two way analysis of varians dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: 1) terdapat pengaruh positif dan signifikan penggunaan metode pembelajaran inkuiri terbimbing terhadap hasil belajar siswa kelompok motivasi tinggi, dan 2) terdapat pengaruh positif dan signifikan penggunaan metode pembelajaran inkuiri terbimbing terhadap hasil belajar siswa kelompok motivasi rendah. 

scholarly journals Examining the Effects of Geography Lessons Taught with Place Based Teaching to Science Process Skills for Classroom Teacher Candidates

2018 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Nihal Yıldız Yılmaz
Keyword(s):  
Teacher Candidates ◽  
Classroom Teacher ◽  
Control Group ◽  
Process Skills ◽  
Mixed Method Research ◽  
Science Process Skills ◽  
Teaching Activities ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of the General Geography lessons, which are taught by using place, based teaching activities, on the science process skills for classroom teacher candidates. A nested pattern, which is one of the mix method research patterns, is used for this research. The quasi-experimental design with pre-test and post-test control group is used in the quantitative part, which is in accordance with the mixed method research; whereas in qualitative part, case study is used. The study group of the research consists of first year teacher candidates who study at Karamanoglu Mehmetbey University, Department of Classroom Teaching. In the experimental group of the study, in accordance with the place based teaching activities, the General Geography lesson was taught outside the classroom for 4 weeks, and in the control group, the course was taught in the classroom in accordance with the program. As a result of the research, between the experimental group and control group students, no significant difference is found in pre-test, while a significant difference is found in post-test. A significant difference is found between the pre test-post test average points, in favor of post-test, regarding science process skills of the students in the experimental group.

scholarly journals EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING

2020 ◽  
Vol 19 (2) ◽  
pp. 276-288
Author(s):  
Irene Lue Leh Ping ◽  
Lilia Halim ◽  
Kamisah Osman
Keyword(s):  
Practical Work ◽  
Experimental Methodology ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Explicit Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills

scholarly journals SETS-based guided experiment book: Empowering science process skills of elementary school students

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Pinkan Anita Tri Prasasti ◽  
Ivayuni Listiani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Before And After ◽  
And Control ◽  
Experimental Group

In this 21st–century, students are expected to have current competencies in which one of them is science process skills. The aim of this research was to empower science process skills through the SETS-based guided experiment book. This Posttest Only Control Group Design study involved 50 students of fifth grade which divided into two groups i.e. 25 students as the experimental group and 25 students as the control group. The activities were carried out for three months outside of school. The empowerment of science process skills was measured from the increasing scores before and after the implementation of the SETS Guided Experiment Book. The results showed that there was a significant different between experimental group and control group as the significancy value was 0.01 (sig. < 0.05). This means that the SETS-based guided experiment book can empower Science process skill of elementary school students.

scholarly journals Question webs-based learning: Science process skills and scientific questioning skills of students on harmonic motion topic

2020 ◽  
pp. 38-48
Author(s):  
Ammalia Nurjannah ◽  
Abdul Gani ◽  
Evendi Evendi ◽  
Muhammad Syukri ◽  
Elisa Elisa
Keyword(s):  
Scientific Literacy ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Conventional Models

The success of students in dealing with the globalization era of scientific literacy needs to be supported by practising skills, one of the skills that must be mastered by students in the science process skills and scientific questioning skills. This study aims to determine the implementation of the question webs based learning model of learning to improve science process skills and scientific questioning skills in grade X students at SMAN 1 Darul Imarah using a quasi-experimental method with nonequivalent control group design. The samples were taken by purposive sampling technique which was then divided into experimental and control groups. The data were collected from pretest and posttest scores which were then tested based on N-gain values. The results showed that the score of science process skills and scientific questioning skills of experimental class students obtained higher mean scores than control class mean scores. Statistically, it can be seen that testing the results of tests using the t-test 4.507 for science process skills and 29.79 for scientific questioning skills with a significant difference. The conclusion of this study shows that the question web-based learning model improve science process skills and scientific questioning skills compared to conventional models.

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