IMPLEMENTASI INOVASI PEMBELAJARAN IPA BERBASIS INKUIRI UNTUK MENUMBUHKANKEMBANGKAN KETERAMPILAN PROSES SAINS DAN SIKAP ILMIAH SISWA MELALUI KEGIATAN LESSON STUDY

2011 ◽  
Vol 16 (2) ◽  
pp. 99 ◽  
Author(s):  
Mr Muslim
Keyword(s):  
Learning Process ◽  
Lesson Study ◽  
Science Learning ◽  
Inquiry Learning ◽  
Junior High Schools ◽  
Process Skills ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Teaching Learning ◽  
Scientific Attitudes

The purpose of this research is to improve the science process skills and scientific attitudes of students. In a lesson study activity, teachers of some Junior High Schools collaboratively developed a teaching learning process using the inquiry model for expansion concepts. The teaching learning process was carried out at one junior high schools in Bandung. The method used is the Classroom Action Research. Meanwhile, the instruments used in this research are observation formats involving teacher and student activities, science process skills and scientific attitudes of students, science process skill tests for students and lesson study observation sheets for observers. The objects of this research were the students class VII E 2010/2011 as many as 38 students who were enrolled in science learning. The results showed an increase in students' science process skills in science learning after using the inquiry learning model. The average of the normalized gain score of science process skills in the firts cycle is 0.67, in the second cycle is 0.49, and in the third cycle is 0,70. Based on observations in this research, the using of inquiry learning model can improve the science process skills of students. Besides, the scientific attitudes of students consisting of curiosity, cooperation, responsibility and discipline are well developed during the learning process.Keywords: learning science-based inquiry, science process skill, scientific attitude.

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 PENERAPAN MEDIA POP UP BOOK UNTUK MENINGKATKAN KETERAMPILAN PROSES IPA PADA MAHASISWA PGSD

2020 ◽  
Vol 3 (2) ◽  
pp. 287-295
Author(s):  
INDAH PRATIWI ◽  
CHAIRUNNISA AMELIA
Keyword(s):  
Data Collection ◽  
Communication Skills ◽  
Learning Process ◽  
Science Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
The Media

This study aims to determine the improvement of science process skills possessed students by using the PopUp Book learning media. The method used in data collection is documentation, observation and tests. In this study, researchers or lecturers use pop-up media that aiming to see an enchance in the science learning process skills of PGSD students. This study can be seen from the average assessment classically to see the science process skills possessed by students in each indicator of the science process skills.In 1st indicator, the skills to observe before using the media are 49.1% and after using the media are 82.9%.  In the 2nd Indicator, the skills of formulating a hypothesis before using the media are 42.4% and after using the media are 79.5.%. In the 3rd Indicator, the skills of planning an experiment before using the media are 46.2% and after using the media are 85.7%. In 4th indicator,  the skills of conducting experiments before using the media are 54.3% and after using the media are 90.5%. In the 5th Indicator,  the skills to predict before using the media are 43.3% and after using media are 80.9%. In the 6th indicator, the skills of applying concepts before using media are 41.9% and after using media are 78.6%. In the 7thindicator, communication skills before using media are 41.9% and after using media are 90%. The result shows that the Pop Up Book learning media can improve the science process skills of PGSD students.

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 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 Penerapan Pembelajaran Berbasis Praktikum Untuk Meningkatkan Keterampilan Proses Sains Dan Sikap Ilmiah Siswa

2019 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Yuli Arnita Sari ◽  
Anna Fitri Hindriana ◽  
Sri Redjeki
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
Process Skills ◽  
Vocational High School ◽  
Scientific Attitude ◽  
Control Group Design ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Scientific Attitudes

The purpose of this research is to improve the science process skills and students' scientific attitude through the use of practicum-based learning. The method used is quasy experiment. The research design used is Nonequivalent Control-Group Design. Sampling technique of this research using purposive random sampling. Data collection techniques are: test, observation and questionnaire techniques. The research was conducted at one of Vocational High School in Cirebon City, SMK RISE Kedawung Cirebon. The implementation of this practicum-based learning can be fully (100%) implemented. Practicum-based learning is able to improve students' science process skills before the learning (pretest) the average student score is 38.13, while after learning is 85.27. N-Gain obtained in each indicator of science process skill are observation, prediction, and use a tool or material or source are 1 (one); apply the concept, communicate, interpretation are 0.90;� to plan an experiment is 0,74; The hypothesized is 0.62. The value of improvement students' science process skill indicator based on the highest observation is the indicator of using the tool or the material or the source 47, and the lowest is indicator 28. Improvement scientific attitudes of students based on the highest is prioritizes the proof indicator� 48, and the lowest is the indicator of a positive attitude to failure 28. Practicum-based learning is very good and appropriate to be implemented in the learning process because it can be provide experience and skills in working in laboratory environment carefully and according to the procedureKeywords: Practicum-based learning;� Science process skills; �Scientific attitude

scholarly journals Keefektifan metode eksperimen terhadap keterampilan proses dan hasil belajar IPA siswa kelas VIII SMP

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Anik Purwanti
Keyword(s):  
Science Teaching ◽  
Learning Process ◽  
Science Learning ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Learning Achievement ◽  
Experiment Method ◽  
The Difference ◽  
Teaching Learning

AbstrakPenelitian ini bertujuan untuk (1) mengetahui keefektifan pembelajaran IPA menggunakan metode eksperimen ditinjau dari keterampilan proses dan hasil belajar IPA, dan (2) mengetahui perbedaan keefektifan antara pembelajaran IPA menggunakan metode eksperimen dengan demonstrasi ditinjau dari keterampilan proses dan hasil belajar IPA. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah siswa kelas VIII SMP Diponegoro Depok Sleman pada tahun ajaran 2013/2014. Sampelnya adalah satu kelompok eksperimen yang proses pembelajarannya menggunakan metode eksperimen dan satu kelompok kontrol yang proses pembelajarannya menggunakan metode demonstrasi. Pengumpulan data dilakukan dengan pretest dan posttest untuk hasil belajar sedangkan untuk keterampilan proses diambil dari data kemampuan awal dan kemampuan akhir yang merupakan hasil observasi pada LKS. Untuk mengetahui efektif tidaknya metode eksperimen dilakukan uji one sample t-test. Kemudian untuk mengetahui perbedaan keefektifan metode eksperimen dan demonstrasi dilakukan uji multivariat dengan uji T2 Hotelling dan dilanjutkan analisis univariat dengan uji independent sample t test. Hasil penelitian menunjukkan bahwa (1) pembelajaran IPA menggunakan metode eksperimen efektif ditinjau dari keterampilan proses dan hasil belajar IPA, dan (2) pembelajaran IPA menggunakan metode eksperimen lebih efektif dalam meningkatkan keterampilan proses dan hasil belajar IPA dibandingkan dengan metode demonstrasi.Kata kunci: Keefektifan, metode eksperimen, keterampilan proses, hasil belajar IPA. THE EFFECTIVENESS OF EXPERIMENT METHOD ON PROCESS SKILLS AND THE SCIENCE LEARNING ACHIEVEMENT OF GRADE VIII STUDENTS IN SMPAbstractThis study aimed to (1) find out the effectiveness of science teaching-learning using experiment method on the process skills and science learning achievement, and (2) find out the difference of effectiveness between science teaching-learning using experiment method with demonstration method on process skills and science learning achievement. This research was a quasi experiment research. The population of the research was all of students of SMP Diponegoro Depok Sleman grade VIII in the academic year of 2013/2014. The sample consisted of the experiment group that the teaching-learning process used experiment method and the control group that the teaching-learning process used demonstration method. A pretest and posttest were used to collect the data of the learning achievement, while the process skill was taken from the prior ability and the final ability which were the result of observation on the LKS (Students Worksheet). To obtain the effectiveness of the experiment method on each variable, the data were analyzed with one sample t-test. Then, to find the difference between the effectiveness of the experiment and demonstration method on all variables used multivariate technique with T2 Hotelling and followed by univariate analysis with independent sample t test. The results of the research showed that (1) the teaching-learning process of science using the experiment method was effective in terms of process skills and science learning achievement of the students, and (2) the teaching-learning process of science using experiment method was more effective in improving the process skills and science learning achievement than that using the demonstration method. Keywords: Effectiveness, experiment method, science process skills, science learning achievement

scholarly journals Effectiveness of Experimental Laboratory Methods on Understanding the Concept of Light, Science Processes Skills, And Scientific Attitudes of Students

2019 ◽  
Vol 7 (3) ◽  
pp. 262-270
Author(s):  
Adrianus Nasar ◽  
Melkyanus Bili Umbu Kaleka
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Experimental Methods ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Experimental Laboratory ◽  
Scientific Attitudes

Light is the material in science teaching and learning that uses a lot of laboratory activities and equipment. Learning is more effective if done through cooperative small groups. This study determines the effectiveness of science learning uses laboratory experimental methods for understanding concepts, science process skills, and scientific attitudes of students in SMP Negeri 2 Ende. This study used a non-randomized quasi-experimental design through the pretest-posttest control group. The sample amounted to 72 people consisting of 37 people in the experimental group and 35 in the control group. The research instrument used questions about understanding concepts, observation sheets, and scientific attitude questionnaires. Data obtained in the form of normalized gain and analyzed using Compare Mean - Independent Sample T Test. The results of the study showed that the laboratory experimental method was effective in improving understanding of concepts, science process skills, and scientific attitudes of students. The findings of this study, science learning is recommended to use laboratory experiment methods in which students communicate very intensively with each other and their teachers, use tools and materials, and influence students' scientific attitudes.Keywords: Laboratory Experimental Methods, Understanding Concepts, Science Process Skills, And Scientific AttitudesMateri cahaya adalah materi dalam sains yang menggunakan kegiatan dan peralatan laboratorium. Belajar lebih efektif jika dilakukan melalui kelompok kecil yang kooperatif. Penelitian ini bertujuan menentukan efektivitas pembelajaran sains menggunakan metode eksperimen laboratorium untuk memahami konsep, keterampilan proses sains, dan sikap ilmiah siswa di SMP Negeri 2 Ende. Penelitian ini menggunakan desain Nonrandomized Control Group, Pretest–Posttest Design. Sampel berjumlah 72 orang yang terdiri dari 37 orang pada kelompok eksperimen dan 35 pada kelompok kontrol. Instrumen penelitian menggunakan pertanyaan tentang tes untuk pemahaman konsep, lembar observasi untuk keterampilan sains, dan angket untuk sikap ilmiah. Data diperoleh dalam bentuk gain ternormalisasi dan data dianalisis menggunakan perbandingan rerata gain (Compare Mean – Independent Sampel T Test). Hasil penelitian menunjukkan bahwa metode eksperimen laboratorium efektif dalam meningkatkan pemahaman konsep, keterampilan proses sains, dan sikap ilmiah siswa. Temuan penelitian ini yaitu pembelajaran sains direkomendasikan untuk menggunakan metode percobaan laboratorium di mana siswa berkomunikasi sangat intensif satu sama lain dan guru mereka, menggunakan alat dan bahan, dan mempengaruhi sikap ilmiah siswa.Kata kunci: Metode Eksperimen, Pemahaman Konsep, Keterampilan Proses  Dan Sikap Ilmiah Peserta Didik

Pemupukan Kemahiran Proses Sains di Kalangan Pelajar Tingkatan Dua di Sekolah Bestari

2012 ◽  
Author(s):  
Rose Amnah Abdul Rauf ◽  
Abd. Rashid Johar ◽  
Lilia Halim ◽  
Siti Rahayah Ariffin
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Qualitative Method ◽  
Communication Skill ◽  
Document Analysis ◽  
Process Skills ◽  
Science Process Skills ◽  
Teaching Aids ◽  
Teaching Learning

Kajian ini bertujuan untuk meminjam persekitaran pengajaran-pembelajaran sains di Sekolah Bestari dalam menyediakan peluang pemupukan kemahiran proses sains (KPS) di kalangan pelajar. Kajian ini merupakan kajian kes jenis kualitatif. Seramai 24 pelajar dan 2 orang guru dipilih menjadi peserta kajian dari dua buah Sekolah Bestari. Hasil analisis dokumen menunjukkan bahawa kurikulum memainkan peranan penting dalam menentukan perancangan pemupukan kemahiran proses sains. Kajian ini mendapati peluang pemupukan kemahiran proses sains wujud dalam proses pengajaran-pembelajaran sains di Sekolah Bestari. Peluang pemupukan ini didapati daripada kaedah pengajaran dan bahan pengajaran-pembelajaran yang digunakan. Kaedah perbincangan memupuk banyak jenis kemahiran proses sains berbanding kaedah pengajaran yang lain. Kemahiran proses sains yang paling kerap dipupuk melalui kaedah perbincangan adalah kemahiran berkomunikasi. Bahan pengajaran-pembelajaran yang memupuk paling banyak jenis kemahiran proses sains ialah penggunaan pengurusan grafik. Kajian ini juga mencadangkan model pemupukan kemahiran proses sains. Kata kunci: Kemahiran projek sains, Sekolah Bestari, pemupukan, pengajaran-pembelajaran This study aims at exploring science teaching-learning environment of smart schools in providing opportunities to incalculate science process skills amongst students. This is a case study using a qualitative method. 24 students and 2 teachers from two smart schools were chosen as the participants. Document analysis indicates that the curriculum plays a major role in determining the planning of incalculating science process skills. This study shows that opportunities to incalculate science process skills exist in the teaching-learning process of science in smart schools, through the use of teaching methods and teaching aids. The discussion method incalculates more science process skills compared to other methods of teaching. This science process skills that is most incalculated through the discussions methods is the communication skill. Graphic organizer used as a teaching aid was found to incalculate and the most variety of science process skills. This study also suggests a model for the incalculation of science process skills. Key words: Science process skills, smart schools, incalculate, teaching-learning

scholarly journals The Effectiveness of Local Culture-Integrated Science Learning through Project-Based Assessment on Scientific Attitudes and Science Process Skills of Elementary School Students

2021 ◽  
Vol 10 (3) ◽  
pp. 439-446
Author(s):  
D. P. Parmiti ◽  
N. N. Rediani ◽  
I. G. W. S. Antara ◽  
M. G. Jayadiningrat
Keyword(s):  
Science Learning ◽  
Hypothesis Test ◽  
Local Culture ◽  
Control Group ◽  
Process Skills ◽  
Validity And Reliability ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Scientific Attitudes

This study aims to analyze the effect of project-based assessment based on local culture on students' scientific attitudes and science process skills in science learning in elementary schools. This research is a quasi-experimental study with a non-equivalent post-test-only control group design. The population in this study was 151 participants, while the sample selected through random sampling technique was 61 participants divided into two classes. The data collection methods in this research were test and non-test methods. The instruments used were scientific attitude questionnaires and performance tests, and observation sheets. A validation process measured the validity and reliability of the instrument. The data obtained were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 application. The hypothesis test results show a significance value of 0.003 (Sig <0.05) so that Ho is rejected and Ha is accepted. Thus, it can be concluded that there are simultaneous effects in scientific attitudes and science process skills between students’ learning with local culture-based Project-based Assessment and students’ learning with conventional assessment applied.

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