scholarly journals Pengembangan perangkat pembelajaran klasifikasi hewan berbasis guided inquiry dengan sumber belajar potensi alam kebun teh Wonosari untuk mengembangkan sikap ilmiah, keterampilan proses sains, dan pemahaman konsep siswa SMP Negeri 3 Lawang

2021 ◽  
Vol 1 (1) ◽  
pp. 61-70
Author(s):  
Anandayu Dwi Arini ◽  
Ibrohim Ibrohim ◽  
Sueb Sueb
Keyword(s):  
Research And Development ◽  
Science Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Scientific Attitude ◽  
Learning Resource ◽  
Science Process Skills ◽  
High Category ◽  
Very High

The problems found in science learning at SMPN 3 Lawang that the material selected for the classification of animals using the model of inquiry but have not implemented all the syntax inquiry and there has not used natural potentials as learning resource of biology. Related to that, the research has been done to make a product of guided inquiry learning device with learning resource Wonosari Tea Garden, and to know determine effectiveness of learning through assessment scientific attitude, science process skills, and comprehension concept. The research and development used 4D model that was conducted up to a develop step. The results of research and development has been delivered learning device 87.94 percent in very valid category, scientific attitude 85.30 percent in very high category, science process skills 81.93 percent in high category, comprehension concept 78.88 percent in high category, and learning device implementation 91.02 percent in very good category. Permasalahan yang ditemukan pada pembelajaran IPA di SMPN 3 Lawang bahwa pada materi klasifikasi hewan menggunakan model inquiry, namun belum melaksanakan semua sintaks inquiry serta kurang adanya pemanfaatan kompetensi alam Kebun Teh Wonosari sebagai sumber belajar biologi. Berkaitan dengan hal tersebut telah dilakukan penelitian yang bertujuan untuk menyajikan perangkat pembelajaran berbasis guided inquiry dengan sumber belajar Kebun Teh Wonosari dan mengetahui keefektifan perangkat pembelajaran melalui penilaian sikap ilmiah, keterampilan proses sains, pemahaman konsep. Metode penelitian dan pengembangan menggunakan model 4D yang dibatasi hingga tahap develop. Dari hasil penelitian dan pengembangan telah dihasilkan perangkat pembelajaran yang berkriteria sangat valid sebesar 87,94 persen, sikap ilmiah 85,30 persen dengan kriteria sangat tinggi, keterampilan proses sains 81,93 persen dengan kriteria tinggi, pemahaman konsep 78,88 persen dengan kriteria tinggi, serta keterlaksanaan perangkat pembelajaran berkriteria sangat baik 91,02 persen.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA MODEL GUIDED INQUIRY UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS DAN MENINGKATKAN HASIL BELAJAR SISWA SMP

2017 ◽  
Vol 6 (1) ◽  
pp. 1167
Author(s):  
Anik Sulistyorini ◽  
Tjandrakirana Tjandrakirana ◽  
Soetjipto Soetjipto
Keyword(s):  
Student Learning ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Learning Material ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Materials ◽  
Science Process Skills ◽  
High Category

This research was done by developing science learning materials (lesson plans, student’s worksheets, student’s book, and learning achivement test) based on guided inquiry learning model using 4D development model to facilitate student’s science process skills and improving student’s learning achivement on environmental pollutions matter. The objective of this research was to trial learning materials in 35 of junior high school’s students with one group pretest-postest design. Results were analyzed by descriptive quantitative-qualitative are: (1) Validity of learning material valid category (3.00); (2) Practicalitybased on: a) Feasibility of instruction good category (3,8); b) Readability of worksheets and student’s book students stating that the content and appearance of worksheets and student’s book is interesting; c) The response of students very positively (85.6%); (3) Effectiveness based on: a) Student’s activities who stand out were practice science process skills is high category (38,5%); b) Student’s science process skill in very high category as shown by student’s worksheet achivement (3,46); c) student learning achivement increased (N-Gain: 0.2-1.0). The conclusion of this research that science learning material depeloped base on guided inquiry learnig model, eligible to facilitate student’s science process skills and improve student learning achivement in junior high school. Telah dilakukan penelitian dengan mengembangkan perangkat pembelajaran (RPP, LKS, Materi Ajar, dan Tes Hasil Belajar) model guided inquiry dengan model pengembangan 4D untuk melatihkan keterampilan proses sains pada pokok bahasan pencemaran lingkungan dengan tujuan meningkatkan hasil belajar siswa. Sasaran penelitian adalah perangkat pembelajaran yang diujicobakan pada 35 siswa SMP dengan rancangan One Group Pretest-Postest Design. Kelayakan perangkat pembelajaran yang dikembangkan dianalisis secara deskriptif kuantitatif-kualitatif dengan hasil : (1) Validitas perangkat kategori valid (3,00); (2) Kepraktisan perangkat yang meliputi: a) Keterlaksanaan baik (3,8); b) Keterbacaan LKS dan buku siswa menyatakan bahwa isi LKS dan buku menarik, c) Respon siswa sangat positif (85,6 %); (3) Keefektifan perangkat permbelajaran yang meliputi: a) Aktivitas siswa yang menonjol adalah berlatih keterampilan proses sains dengan kategori tinggi (38,5 %);  b) Hasil keterampilan proses siswa dalam mengerjakan LKS sangat tinggi (3,46); c) Hasil belajar siswa meningkat (N-Gain: 0,2-1,0).  Simpulan penelitian ini adalah perangkat pembelajaran IPA model guided inqury layak untuk melatih keterampilan proses sains dan meningkatkan hasil belajar siswa SMP

scholarly journals Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Peserta Didik Pada Pembelajaran IPA Materi Pokok Cahaya dan Alat Optik Kelas VIIIA SMP Negeri 1 Wawoni Utara

2020 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Asdianti Asdianti ◽  
La Tahang ◽  
Luh Sukariasih
Keyword(s):  
Data Analysis ◽  
Science Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Average Value ◽  
School Year ◽  
The Subject

This study aims to: 1) To describe the science process skills improvement classes learners VIIIA of SMP Negeri 1 North Wawonii taught through guided inquiry learning model; 2) Describe the activities of teachers in science teaching VIIIA grade SMP Negeri 1 North Wawonii on poko material light and an optical instrument with use taught guided inquiry learning model.This type of research is the Classroom Action Research (CAR), which has been conducted in two cycles. Subjects in this study were all learners VIIIA grade SMP Negeri 1 North Wawonii 2018/2019 school year totaling 19 people. The data collected in this study is the science process skills gained from the observation sheet. Data analysis was performed descriptive statistics. From the results of data analysis obtained by valueAverage science process skills of students in the first cycle of 2.3 included in the category enough and for the average value of the activities of teachers in the first cycle is the second cycle 2,9.Padaearned valueAverage science process skills of students in the first cycle of 3.6 included in both categories, and for the average value of teacher activity in the second cycle is 3.61.Based on the results of research and discussion concluded that the science learning in the subject matter of the Light and Optics are taught using guided inquiry learning model has increased in the science process skills and activities of teachers.

scholarly journals Validitas dan Praktikalitas Modul Kesetimbangan Ion dan pH Larutan Garam Berbasis Inkuiri Terbimbing

EduKimia ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 44-50
Author(s):  
Sri Rahayu ◽  
Iryani Iryani
Keyword(s):  
Research And Development ◽  
Salt Solution ◽  
Guided Inquiry ◽  
Development Study ◽  
Research Instrument ◽  
Is Research ◽  
High Category ◽  
Three Stages ◽  
Preliminary Research ◽  
Very High

This study aims to produce a module ion equilibrium and pH of salt solution and how to categorise module validity and practicality levels. As this is Research and Development study, we used Plomp model consisting three stages, preliminary research, prototyping stage and assessment phase. Guided inquiry is a learning model used in this study. This module is validated by 5 validators with a research instrument in validation and practicality sheet in the form of questionnaires. The validator’s evaluation of each statement was analysed using Kappa Cohen formula. The results show kappa moment value (κ) 0.85 with a very high category. The kappa moment value (κ) for practicality of module based on teacher’s response is 0.88, while student’s response is 0.81. The resulting module is very valid and practical to use.

scholarly journals Analysis of Validation Development Science Learning Tools using Guided Inquiry Model Assisted by Real Media to Improve the Understanding Concepts and Science Process Skills of Students

2020 ◽  
Vol 7 (1) ◽  
pp. 41
Author(s):  
Susilawati Susilawati ◽  
Aris Doyan ◽  
Putu Artayasa ◽  
Hary Soeprianto ◽  
Ahmad Harjono
Keyword(s):  
Science Learning ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Process Skills ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Validation Process ◽  
Plan Implementation ◽  
Science Process Skills ◽  
Device Validation

Development of natural science learning tools with guided inquiry model assisted by real media to improve students' mastery of science process concepts and skills has been successfully carried out. The purpose of this development is to produce a science learning tool guided Inquiry model assisted by valid real media. The development of these tools uses the 4D model (define, design, develop, and disseminate). Science learning tools developed in the form of syllabus, lesson plan implementation, student worksheets, science process skills instruments, and students' mastery of concepts. The results showed that the device validation process developed with the guided inquiry learning model fulfilled the content validation and construct validation. This suggests that it has produced a very valid device

scholarly journals Pengembangan modul praktikum berbasis inkuiri terbimbing pada peserta didik kelas XI MIA di SMAN 5 Makassar (Studi pada Materi Pokok Larutan Penyangga)

2020 ◽  
Vol 21 (2) ◽  
pp. 207
Author(s):  
Ariyaldi Ariyaldi ◽  
Muh Yunus ◽  
Army Auliah
Keyword(s):  
Research And Development ◽  
Development Model ◽  
Average Score ◽  
Guided Inquiry ◽  
Buffer Solution ◽  
High Category ◽  
Very High ◽  
Experiment Module

Penelitian ini merupakan penelitian pengembangan (research and development) yang bertujuan untuk menghasilkan modul praktikum berbasis inkuiri terbimbing yang bersifat valid, praktis dan efektif. Pengembangan modul praktikum ini mengacu pada model pengembangan 4-D oleh thiagarajan yang meliputi tahap pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebarluasan (disseminate). Modul praktikum ini telah melalui tahap validasi oleh validator ahli dan telah melalui uji coba terbatas, serta mengalami revisi oleh pengembang sehingga menghasilkan modul praktikum yang bersifat valid, praktis dan efektif. Hasil penelitian pengembangan modul praktikum ini adalah : 1) penilaian kevalidan ahli materi sebesar 3,65 dengan kategori sangat valid, hasil penilaian tampilan modul sebesar 3,68 juga memperoleh kategori sangat valid. 2) respon peserta didik dan guru juga memperoleh 83,14% dan 88,98% dengan kategori sangat tinggi sehingga modul praktikum dikatakan praktis; 3) pada tahap uji coba terbatas kepada 32 peserta didik kelas XI MIA di SMAN 5 Makassar memperoleh masing-masing rata-rata 87,50% yang berada pada kategori tinggi, sehingga modul praktikum dikatakan efektif. Kesimpulan dari penelitian ini adalah modul praktikum berbasis inkuiri terbimbing yang dikembangkan dengan model 4D bersifat valid, praktis dan efektif untuk digunakan dalam pembelajaran. Kata kunci: Modul praktikum, Inkuiri terbimbing, Larutan penyangga ABSTRACT This study was a research and development that aimed to develop a experiment module based on guided inquiry which valid, effective, and practic. The development of this experiment module reffered development model of 4-D by thiagarajan that included are define, design, develop and disseminate of phases. This experiment module has validated by expert, and had been tried limitedly, and revised by order to obtain avalid, practical and effective experiment module. The result of this study were: 1) Validation of the validity of the material expert was 3.65 with a very valid category, the module display evaluation was 3.68 which very valid category; 2) students and teachers responses received 83,14% and 88.98% which very high category, so experiment module could be said practical; 3) in phase of tried limitedly to 32 students of class XI MIA SMAN 5 Makassar obtained the average score of students learning result was 87,50% which was high category. Experiment module could be said effective. The conclusion of this research was experiment module based on guided inquiry developed by 4D model was valid, practical, and effective to use on learning. Keywords: Experiment module, Buffer solution, Guided inquiry

scholarly journals Validitas dan Praktikalitas Modul Laju Reaksi Terintegrasi Eksperimen dan Keterampilan Proses Sains untuk Pembelajaran Kimia di SMA

2018 ◽  
Vol 2 (2) ◽  
pp. 132
Author(s):  
Andromeda Andromeda ◽  
Ellizar Ellizar ◽  
Iryani Iryani ◽  
Bayharti Bayharti ◽  
Yofita Yulmasari
Keyword(s):  
High School ◽  
Reaction Rate ◽  
Senior High School ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Average Value ◽  
Chemistry Learning ◽  
Teachers And Students ◽  
Very High

Modules are one of the learning materials that can be used in the learning process. Modules compiled based on guided inquiry learning syntax and integrating experimental activities that will be able to improve students' science process skills. This study aimed to produce a reaction rate module based on guided inquiry integrated experiments and valid student science process skills and practical use in senior high school chemistry learning. The type of this research was research and development (R & D) and the development model used was the 4-D model which consists of four stages: (1) define, (2) design, (3) development, (4) desseminate. This research was limited to the validity and practicality test. The validity test was carried out by 5 experts and limited trials to reveal the practicality done at SMAN 1 Lubuk Basung. The research instrument used was in the form of a validity and practicality questionnaire which was analyzed using kappa moment (k) Data analysis showed that the average moment of kappa validity was 0.84 with a very high validity category. The average practical kappa moments from teachers and students were respectively 0.83 and 0.85 with a very high practicality category. These results were also supported by the analysis of students' answers in answering critical questions, exercises, prelab questions, postlab questions, and worksheets in modules, with an average value of 90.2. Based on the results of the study it can be concluded that the guided inquiry integrates experiments and science process skills on based reaction rate topic are valid and practical used for chemistry learning in senior high school.

scholarly journals Development of Natural Science Learning Tools with Guided Inquiry Model Assisted by Real Media to Improve Students' Scientific Creativity and Science Process Skills

2020 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Aris Doyan ◽  
Susilawati Susilawati ◽  
Hardiyansyah Hardiyansyah
Keyword(s):  
Natural Science ◽  
Science Learning ◽  
Lesson Plans ◽  
Process Skills ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Science Process Skills ◽  
The Subject

This study aims to develop science learning tools with guided inquiry models assisted by real media to improve scientific creativity and science process skills of grade VIII students at SMP IT Male and SMP IT Female Mataram on light and optical equipment. The development of this tool adopts the development of Dick and Carey. The resulting products are in the form of learning tools in the form of syllabus, lesson plans, LKPD, scientific creativity instruments and science process skills. Before being used, the device was validated by four expert validators and the result was that the device developed was suitable for use in learning. To test the effectiveness of the device, scientific creativity and scientific process skills were tested. The results of the scientific creativity test obtained an average N-Gain of 0.4. This shows that the device developed is quite effective in increasing the scientific creativity of students in the two schools being the subject. The second effectiveness test is the science process skills test. The average N-Gain value obtained was 0.7, this indicates that the learning device developed with a guided inquiry model assisted by real media is very effective in improving students' science process skills.

scholarly journals MASTERY OF CONCEPTS, SCIENTIFIC ATTITUDES, AND SCIENCE PROCESS SKILLS IN INQUIRY-BASED LEARNING IN THE 5th GRADE

2020 ◽  
Vol 4 (2) ◽  
pp. 248
Author(s):  
Tri Suryaningsih ◽  
Ferry Ferdiana Ruslih
Keyword(s):  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Scientific Attitude ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Class 1 ◽  
The Difference ◽  
Scientific Attitudes

The purpose of this study is to analyze the improvement mastery of concept, scientific attitude, and science process skill in the learning of structured and guided inquiry learning and analyzed the difference. This research was conducted in SDN Purwoyoso 02 and 03 with quasy-experiment method, experiment class 1 using structured inquiry and exeperiment class 2 using guided inquiry learning model. Data collection techniques used 20 multiple choice tests, 5 indicators of scientific attitude observation and 5 indicators observation of science process skills. Data analysis techniques use N-gain and independent samples t-test. The study showed the following results: (1) there is an increased of mastery of concepts, scientific attitudes and scientific process skills students in structured inquiry class with medium category gain. (2) there is an increase of mastery of concepts, scientific attitudes with and science process skills students in guided inquiry class with medium category gain. (3) there is a difference of mastery of concept, scientific attitude and science process skill between structured and guided inquiry class students. The result of mastery of scientific concepts, scientific attitudes, and inquiry skills of inquiry classes is higher than the structured inquiry class. The results of this study can be concluded that inquiry learning is better guided than structured inquiry.

scholarly journals PENERAPAN MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) DALAM PEMBELAJARAN KONSEP DASAR IPA UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN SIKAP ILMIAH MAHASISWA CALON GURU IPA SD

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Wawan Eka Setiawan ◽  
Neri Egi Rusmana
Keyword(s):  
Learning Process ◽  
Science Learning ◽  
Strong Influence ◽  
Learning Model ◽  
Process Skills ◽  
Learning Models ◽  
Scientific Attitude ◽  
Science Process Skills ◽  
Level Of Education ◽  
Scientific Attitudes

One of the problems encountered in science learning in school today that the learning process is less develop the skills and scientific attitude. Where science process skills and scientific attitudes are activities that must be developed at every level of education in science subjects. In this study, problems were developed about how the influence of CLIS learning models on the improvement of science process skills and scientific attitudes of PGSD students, other than that, the problem of how much improvement in science process skills and scientific attitudes of students when learning is carried out by applying the CLIS learning model. The research methodology used in this study is Pre-Experimental Designs, by using a research design One Group Pretest Posttest Design, wherein the implementation compares the pretest of science process skills and students' scientific attitudes with the posttest of science process skills and student scientific attitudes. Based on the data analysis that has been carried out the implementation of the CLIS learning model has a strong influence on student science process skills, also has a strong influence on the increasing scientific attitude of students, and improvement of science process skills using the CLIS model is included in the medium category, as well as the improvement of the scientific attitude of students included in the medium category. Based on the results of the analysis the researcher recommends to the dossiers, to the teacher, to the principal to make the CLIS learning model an alternative learning process in the classroom, as well as to the next researcher this research can be used as a reference in subsequent research.

scholarly journals Penggunaan Laboratorium untuk Meningkatkan Keterampilan Proses Siswa di MIN Yogyakarta 2

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Shulkhah Shulkhah
Keyword(s):  
Student Performance ◽  
Average Score ◽  
Process Skills ◽  
Scientific Attitude ◽  
Performance Score ◽  
The Third ◽  
High Category ◽  
Student’S Performance ◽  
Data Collection Technique ◽  
Very High

This study aims to see the improvement of students' process skills in MIN Yogyakarta 2 using laboratories. This research is a classroom action research (CAR) consisting of three cycles. The subjects of this study were 39 students in class IV. The data collection technique used was observation while the instrument used was a process skills observation sheet, a student's scientific attitude observation sheet, and a student's performance observation sheet. The collected data were analyzed with qualitative and quantitative techniques. The results showed that the use of laboratories can improve: (1) students' scientific process skills, (2) student performance, (3) scientific attitude. Improved process skills can be seen in the average score of science process skills in students in the first cycle is 13.96 in the low category. In the second cycle increased to 21.84 in the high category. In the third cycle it increased to 26.35 in the very high category. The average performance score of students in the first cycle was 5.167 (very low), the second cycle was 6.872 (moderate) and the third cycle was 9.336 (high). The average scientific attitude of students in the first cycle was 10.256 (low), the second cycle was 14.923 (high) and in the third cycle it increased to 18.128 (very high). Thus it can be concluded that there is an increase in students' process skills through the use of laboratories. Keywords: laboratory; improvement; process skills. Abstrak Penelitian ini bertujuan untuk melihat peningkatan keterampilan proses siswa di MIN Yogyakarta 2 menggunakan laboratorium. Penelitian ini merupakan penelitian tindakan kelas ( PTK) yang terdiri dari tiga siklus. Subyek penelitian ini adalah sejumlah 39 siswa kelas IV. Teknik pengumpulan data yang digunakan adalah observasi sedangkan instrument yang digunakan adalah lembar observasi keterampilan proses, lembar observasi sikap ilmiah siswa, dan lembar observasi unjuk kerja siswa. Data yang terkumpul dianalisis dengan teknik kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penggunakan laboratorium dapat meningkatkan: (1) Keterampilan proses sains siswa, (2) Unjuk kerja siswa, (3) Sikap Ilmiah. Peningkatan keterampilan proses dapat dilihat pada rata-rata skor keterampilan proses sains pada siswa pada siklus pertama adalah 13,96 dalam kategori rendah. Pada siklus kedua meningkat menjadi 21,84 dalam kategori tinggi. Pada siklus ketiga meningkat menjadi 26,35 dalam kategori sangat tinggi. Rata-rata skor unjuk kerja siswa pada siklus pertama 5,167 (sangat rendah), siklus kedua  6,872 (sedang) dan siklus ketiga 9,367 ( tinggi). Rata-rata sikap ilmiah siswa pada siklus pertama adalah 10,256 ( rendah), siklus kedua 14,923 (tinggi) dan pada siklus ketiga meningkat menjadi 18,128 (sangat tinggi). Dengan demikian dapat disimpulkan bahwa ada peningkatan keterampilan proses siswa melalui penggunaan laboratorium. Kata Kunci: laboratorium; peningkata; keterampilan proses.    

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