scholarly journals Penerapan Model Pembelajaran Penemuan Terbimbing Suatu Upaya Meningkatkan Keterampilan Proses Sains Siswa

2013 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Karlina Rahmi ◽  
Zainuddin Zainuddin ◽  
Suriasa Suriasa
Keyword(s):  
Lesson Plan ◽  
Scientific Work ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Activity ◽  
Process Skills ◽  
Plan Implementation ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Student Questionnaire

Preliminary observations on the school declared students' science process skills and ability to perform scientific work in the learning of physics have not been fully implemented. It can be seen from the observations of physics learning activity, interviews with physics teacher and results of student questionnaire. Guided discovery learning is a model of learning to train students in the science process skills and solving academic problem. This study used action research to describe the effectiveness of the application of the guided discovery learning model to improve students' science process skills. This study has shown (1) lesson plan implementation in each cycle is verry good; (2) assessment of students' science process skills increased in each cycle to be categorized verry good at the end of the cycle; (3) improvement learning outcomes student and complete; and (4) student responses is categorized as good. So concluded that the application of the guided discovery learning model in straight motion materials was effective for improving science process skills, at the same time results of learning and scientific attitude of students of class X-A  SMAN 1 Kandangan in 2012-2013. 

scholarly journals MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA KELAS X MA MUHAMMADIYAH 2 AL FURQAN MELALUI MODEL PEMBELAJARAN PENEMUAN TERBIMBING

2017 ◽  
Vol 1 (2) ◽  
pp. 74
Author(s):  
Ahmad Sudrajat ◽  
Zainuddin Zainuddin ◽  
Misbah Misbah
Keyword(s):  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Process Skills ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Research Activities ◽  
Material Temperature

Low mastery of science process skills indirectly affect student learning outcomes. Therefore, research that aims to improve students' science process skills. The subjects were students of class X MA Muhammadiyah 2 Al Furqan. This research is a classroom action research that specifically aims to describe: (1) the implementation of lesson plan during the learning proses by using guided discovery learning model, (2) an increase in students 'science process skills, and (3) the results of students' learning product. The subjects were students of class X MA Muhammadiyah 2 Al Furqan. Data collection techniques using observation, testing, and documentation for research activities in class X MA Muhammadiyah 2 Al Furqan. The results showed that the guided discovery learning model can improve: (1) the implementation of lesson plan during the learning proses by using guided discovery learning model during each cycle is very good, (2) science process skills of students increased in each cycle with all aspects have achieved both categories at the end of the third cycle, (3) mastery learning outcomes of the classical product the students in each cycle has increased. Thus be concluded that the application of guided discovery learning model by maximizing each phase in the material temperature and heat can enhance science process skills of students of class X MA Muhammadiyah 2 Al Furqan.

scholarly journals The Implementation of Guided Discovery Learning Model Based on Experiments toward Science Process Skills

2019 ◽  
Vol 7 (2) ◽  
pp. 129-139
Author(s):  
Nurlina Nurlina
Keyword(s):  
High School ◽  
Random Sampling ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Process Skills ◽  
Public High School ◽  
Guided Discovery ◽  
Science Process Skills ◽  
The One

This study aims to determine (1) science process skills students in class XI IPA 3 Pamboang 1 Public High School before being taught using a guided discovery learning model (2) science process skills students in class XI IPA 3 Pamboang 1 Public High School after being taught using a guided discovery learning model(3) science process skills students in class XI IPA 3 Pamboang 1 Public High School before and after being taught using a guided discovery learning model. This type of research is pre-experimental research with design The One group pretest – posttest design which involves independent variable namely the learning model guided discovery and the dependent variable is science process skills. The subjects of the study population were students of class XI IPA of SMA Negeri 1 Pamboang in the school year 2018/2019 which consists of 3 classes with selected samples random sampling (random class) so that it is obtained in class XI IPA 3. The results showed that the pretest of students obtained an average score of science process skills of 15.65. With a standard deviation of 4.95. While the posttest obtained an average score of 20.90 with a standard deviation of 4.62 and the average score of the normalized gain test is 0.36. So it can be concluded that the science process skills of students increase in the medium category after being applied to the Guided Discovery learning model.Keywords: Learners, Guided Discovery, Science Process SkillsPenelitian ini bertujuan untuk mengetahui (1) keterampilan proses sains peserta didik kelas XI IPA 3 SMA Negeri 1 Pamboang sebelum diajarkan menggunakan model pembelajaran discovery terbimbing (2) keterampilan proses sains peserta didik kelas XI IPA 3 SMA Negeri 1 Pamboang setelah diajarkan menggunakan model pembelajaran discovery terbimbing (3) keterampilan proses sains peserta didik kelas XI IPA 3 SMA Negeri 1 Pamboang sebelum dan setelah diajar dengan model pembelajaran Discovery Terbimbing. Jenis penelitian ini adalah penelitian pra eksperimen dengan desain The One group pretest – posttest design yang melibatkan variabel bebas yaitu model pembelajaran discovery terbimbing dan variabel terikat yaitu keterampilan proses sains. Subyek populasi penelitian  adalah peserta didik kelas XI IPA SMA Negeri 1 Pamboang tahun ajaran 2018/2019 yang terdiri dari 3 kelas dengan sampel di pilih secara random sampling (kelas acak) sehingga diperoleh kelas XI IPA 3. Hasil penelitian menunjukkan pada pretest peserta didik memperoleh skor rata-rata keterampilan proses sains sebesar 15,65. Dengan standar deviasi sebesar 4,95. Sedangkan pada posttest diperoleh skor rata-rata  sebesar 20,90 dengan standar deviasi sebesar 4,62 dan skor rata-rata uji gain ternormalisasi sebesar 0,36. Sehingga dapat disimpulkan bahwa keterampilan proses sains peserta didik meningkat dalam kategori sedang setelah diterapkan model pembelajaran Discovery Terbimbing.Kata kunci: Peserta Didik, Discovery Terbimbing, Keterampilan Proses Sains

scholarly journals The implementation of guided discovery learning model to improve students’ characters of responsibility and academic skills

2021 ◽  
Vol 2104 (1) ◽  
pp. 012020
Author(s):  
F Ahmad ◽  
M Mastuang ◽  
M Misbah
Keyword(s):  
Cognitive Ability ◽  
Academic Skills ◽  
Learning Model ◽  
Class Action ◽  
Discovery Learning ◽  
Process Skills ◽  
Implementation Plan ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Student Responsibility

Abstract The low level of responsibility and academic skills can hinder students in developing all their potentials to obtain more meaningful information and stay on one’s memory. Thus, research was conducted to improve the character of responsibility and the academic skills of Grade XI Science 1 students at SMA Negeri 12 Banjarmasin. This type of research is a class action model adapted from Kemmis and Mc Taggart, consisting of 2 cycles. Each cycle includes planning, implementation/observation, and reflection. The research subjects involved were 23 pupils. Observation and tests were conducted to collect the data needed. The instruments used were observation sheets on the implementation of the Learning Implementation Plan. Observation sheets were utilized to analyze student responsibility characters, science process skills tests, and cognitive ability tests. Data were analyzed descriptively. The findings of the research instruments from cycle I to cycle II stated: (1) the implementation of the Learning Implementation Plan in the first cycle of the first meeting obtained a score of 79.43% (good), and the second meeting received 85.36% (very good). In the second cycle, the first meeting got 91.73% (excellent) and the second meeting achieved 93.17% (very good); (2) The average level of student responsibility in cycle I and cycle II increased from 65.81% (high) to 81.42% (very high); (3) Students’ science process skills in cycle I and cycle II also increased from 0.58 (quite skilled) to 0.92 (very professional); (4) The classical cognitive ability of students in cycle I and cycle II increased from 78.26% (completed) to 100% (completed). It was concluded that the guided discovery learning model helped improve students’ responsibility and academic skills.

scholarly journals Peningkatan Keterampilan Proses Sains Siswa Melalui Model Guided Discovery Learning Kelas XI MIPA pada Materi Suhu dan Kalor

2017 ◽  
Vol 3 (2) ◽  
pp. 181-190 ◽  
Author(s):  
I Made Astra ◽  
Rifa Syarifatul Wahidah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Learning Model ◽  
Discovery Learning ◽  
Process Skills ◽  
Problem Statement ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill

Abstract This research aims to find out how much the effectiveness of using guided discovery learning model on temperature and heat material to improve students' science process skills. The research design used is Class Action Research which consists of three cycles. Each cycle consists of planning, action, observation, and reflection. The subject of this research is the students of class XI MIPA 2 SMA Labschool Jakarta who have a low level of science process skill. Aspects of science process skills studied are hypothetical skills, interpretation of data, and communicate the findings. This research the step of guided discovery learning is:  stimulus, problem statement, data collection, processing data, verifikation, generalisation. The instrument used is the KPS observation sheet and students’ worksheet. The indicator of this research is 70% of students can formulate a hypothesis, interpret the data and communicate data correctly. The results showed in the first cycle that students science process skills reach 17%, cycle II 61%, and in cycle III 81%. The average in third cycle is hypothetical skill 90.28 (very good category), data interpretation 91,67 (very good category), and communication skill 79 (good category). Based on the result of research, it can be concluded that there is an improvement of students' science process skill by using guided discovery learning model on temperature and heat material. Keywords: science process skill, guided discovery learning, action research classroom Abstrak Penelitian ini bertujuan untuk mengetahui seberapa besar peningkatan keterampilan proses sains peserta didik setelah diterapkan model guided discovery learning pada materi suhu dan kalor. Adapun desain penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari tiga siklus. Masing-masing siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini adalah peserta didik kelas XI MIPA 2 SMA Labschool Jakarta yang mempunyai tingkat keterampilan proses sains rendah sekali. Aspek keterampilan proses sains yang diteliti adalah keterampilan berhipotesis, interpretasi data, dan mengkomunikasikan hasil penemuan. Dalam penelitian ini langkah dari guided discovery learning yaitu: stimulus, problem statement, data collection, data processing, verifikasi, dan generalisasi. Instrumen yang digunakan adalah lembar observasi KPS dan Lembar Kerja Peserta Didik. Indikator keberhasilan penelitian ini adalah apabila 70% Peserta didik dapat merumuskan hipotesis, interpretasi data dan mengkomunikasikan data dengan benar. Hasil penelitian menunjukkan bahwa pada siklus I keterampilan proses sains siswa mencapai 17%, siklus II 61%, dan pada siklus III 81%. Rata-rata nilai LKS pada siklus tiga adalah: keterampilan hipotesis 90,28 (kategori sangat baik), interpretasi data 91,67 (kategori sangat baik), dan keterampilan komunikasi 79 (kategori baik). Berdasarkan hasil penelitian, dapat disimpulkan bahwa terdapat peningkatan keterampilan proses sains peserta didik setelah diterapkan model guided discovery learning pada materi suhu dan kalor. Kata-kata Kunci: keterampilan proses sains, guided discovery learning, penelitian tindakan kelas

scholarly journals Pengembangan Bahan Ajar Model Penemuan Terbimbing untuk Melatih Keterampilan Proses Sains Peserta Didik

2019 ◽  
Vol 3 (3) ◽  
pp. 104
Author(s):  
Nisrina Salimah ◽  
Muhammad Arifuddin ◽  
Syubhan Annur
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Process Skills ◽  
Learning Tools ◽  
Learning Materials ◽  
Plan Implementation ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Gain Score ◽  
New Information

Keterampilan proses sains penting untuk dapat memberikan informasi dan pengetahuan baru melalui suatu pengalaman langsung kepada siswa. Oleh karena itu, dilakukan penelitian yang bertujuan untuk menghasilkan perangkat pembelajaran dengan model penemuan terbimbing yang layak digunakan untuk melatih keterampilan proses sains.  Kelayakan perangkat dilihat dari validitas, kepraktisan dan efektifitasnya. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan ADDIE (analyze, design, develop, implement, evaluate). Perangkat pembelajaran yang dikembangkan terdiri dari RPP, materi ajar, LKPD, dan THB. Subjek uji coba adalah peserta didik kelas X MIPA 4 SMA Negeri 4 Banjarmasin yang berjumlah 31 peserta didik. Data dikumpulkan menggunakan instrumen lembar validasi perangkat pembelajaran, lembar pengamatan keterlaksanaan RPP, lembar pengamatan KPS, dan lembar tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan 1) valid, berdasarkan hasil penilaian validator dengan kategori baik; 2) praktis, berdasarkan keterlaksanaan RPP dengan kategori sangat baik; 3) efektif, berdasarkan gain score dengan kategori sedang; 4) Pencapaian KPS berkategori baik. Demikian, diperoleh simpulan bahwa perangkat pembelajaran model penemuan terbimbing yang dikembangkan layak untuk diimplementasikan dalam proses pembelajaran untuk melatih keteramilan proses sains siswa. Science process skills are important in being able to provide new information and knowledge through direct experience to students. Therefore, research is conducted that aims to produce learning materials with guided discovery models that are appropriate to be used to practice science process skills. The feasibility of the device is seen from its validity, practicality and effectiveness. This research is a development study using the ADDIE development model (analyze, design, develop, implement, evaluate). The learning tools developed consist of lesson plans, teaching materials, student worksheets, and learning achievement tests. The subjects of the trial were students of class X MIPA 4 of SMA Negeri 4 Banjarmasin, totaling 31 students. Data were collected using a learning instrument validation sheet, an observation sheet for lesson plan implementation, an observation sheet for science process skills, and a learning outcome test sheet. The results showed that the learning tools developed 1) were valid, based on the results of the validator assessment in both categories; 2) practical, based on the implementation of lesson plans with very good categories; 3) effective, based on the gain score in the medium category; 4) Achievement of science process skills categorized as good. Thus, it was concluded that the guided discovery learning materials developed was feasible to be implemented in the learning process to train students in the scientific process of pregnancy.

scholarly journals Basic science process skills of biology laboratory practice: improving through discovery learning

Biosfer ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 83-93
Author(s):  
B Bahtiar ◽  
Nurhayati Dukomalamo
Keyword(s):  
Junior High School ◽  
Basic Science ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Activity ◽  
Process Skills ◽  
Laboratory Practice ◽  
Conventional Model ◽  
Science Process Skills ◽  
Biology Laboratory

Biology laboratory practice that applies the discovery learning model is expected to complement all necessary science process needed by the students during the learning activity. The research was an experiment of learning to find the differences in learning outcome in the form of students’ science process skills between discovery learning and the conventional model of biology laboratory practice. The research is conducted at the Public Junior High School 4, Ternate City for the 8th-grade students from October to December 2018. The research instrument used basic science process skills is observation sheet. The indicator of basic science process skills consists of observing, classifying, measuring, communicating, inferring, and predicting. The result of research data analysis shows that t count value was 4.261 with the significance of 0.000. The discovery learning model of biology laboratory practice is better in improving students’ basic science process skills than the learning model of conventional laboratory practice. According to the result, it was concluded that there were differences in students' basic science process skills between the discovery learning model and the conventional model of Biology laboratory practice. Discovery learning model of biology laboratory practice was better in improving the student's basic science skill than the conventional model.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL PENEMUAN TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS PADA MATERI POKOK SUHU DAN KALOR

2017 ◽  
Vol 1 (2) ◽  
pp. 74
Author(s):  
Sri Martini ◽  
ZA Imam Supardi ◽  
Rudiana Agustini
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Activity ◽  
Process Skills ◽  
Physics Teaching ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Use Of Time ◽  
Guided Learning ◽  
Teaching Learning

The research consist of two steps. The first step discusses about the development of physics teaching and learning materials of guided discovery model, in order to practice science process skills by adapting 4-D model. The second focuses on the implementation of the physics learning set developed by using one group pretest-posttest research design.It is done to 32 students on X C of SMAN 1 Pamekasan 2012/2013 which concern on the main topic Temperature and Heat, by four observers and without replication. The developed materials set is lesson plan (RPP), worksheets (LKS), student’s book, and form of assesment validated by three experts (validator). Those are categorized “good” and ”visiable” to be used in the teaching-learning process. The result of this research is analized descriptively, namely: (1)the lesson plan (RPP)implementation is categorized “good” with implemented persentage 92,25%, (2)the most dominant of students learning activity is doing discovery activity to practice the students science process skills that is 32,91%, (3)the improvement of students science process skills through the result of 8 aspects observationclassically, (4)the result of students learning on THB product, science process skills, and psycomotoric individually have improvement and it’s classically categorized “complete”, (5) students response positively and anthusiastically toward guided learning discovery in order to practice science process skills, and (6) the obstacles found on this field, students are not familiar with guided learning discovery model and doing scientific research to practice science process skill, so that the use of time often is not suitable with the lesson plan (RPP) due to the new discoveries that must be explanned to the students. Penelitian ini dilaksanakan dalam dua tahap. Tahap pertama mengembangkan perangkat pembelajaran fisika model penemuan terbimbing untuk melatihkan keterampilan proses sains dengan mengadaptasi model 4-D. Tahap kedua adalah implementasi perangkat pembelajaran fisika yang dikembangkan dengan menggunakan desain penelitian one group pretest-posttest design. Peneltian ini dilakukan di SMAN 1 Pamekasan dengam sampel 32 orang siswa kelas X C tahun pelajaran 2012/2013 pada materi pokok suhu dan kalor, dengan empat orang pengamat  tanpa replikasi. Perangkat yang dikembangkan berupa RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian telah divalidasi oleh tiga pakar (validator) dengan kategori baik dan layak digunakan dalam pembelajaran. Hasil yang diperoleh dalam penelitian ini dianalisis secara deskriptif diantaranya, (1) keterlaksanaan RPP dikategorikan baik, dengan persentase keterlaksanaan 92,25%, (2) aktivitas siswa dalam pembelajaran yang paling dominan adalah melakukan kegiatan penemuan untuk melatihkan keterampilan proses sains siswa sebesar 32,91%, (3) hasil pengamatan 8 aspek keterampilan proses sains siswa secara klasikal meningkat, (4) hasil belajar siswa pada THB produk, keterampilan proses sains maupun psikomotor secara individu meningkat dan secara klasikal dikategorikan tuntas, (5) respon siswa positif dan antusias terhadap pembelajaran penemuan terbimbing untuk melatihkan keterampilan proses sains siswa, dan (6) kendala/hambatan yang ditemukan di lapangan, siswa masih belum terbiasa dengan pembelajaran penemuan terbimbing, dan melakukan penyelidikan ilmiah untuk melatihkan keterampilan proses sains, sehingga penggunaan waktu kadang kurang sesuai dengan RPP karena banyak hal baru yang perlu dijelaskan pada siswa.

scholarly journals The Effect of Guided Discovery Learning Model on the Science Process Skills of Students in State VII Bangil Middle School Class VII on Environmental Pollution Materials

2020 ◽  
Vol 8 ◽  
Author(s):  
Sabila Nurul Adilah ◽  
Nur Efendi
Keyword(s):  
Environmental Pollution ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Test Method ◽  
Control Group ◽  
Process Skills ◽  
Guided Discovery ◽  
Science Process Skills ◽  
Post Test

This study aims to determine the effect of Guided discovery learning models on the science process skills of students in SMP Negeri 3 Bangil class VII on the material of environmental pollution. This type of research is quasi experimental, with non equivalent design pre-test and post-test control group. The sampling technique used purposive sampling obtained 2 classes, namely class VII G as a control class and class VII H as an experimental class. The instrument of this research is a test of science process skills in environmental pollutants with data collection techniques using the test method, namely pre-test and post-test. Data analysis techniques were carried out using the t-test. The results showed that the Guided discovery learning model had a significant effect on the science process skills of students in SMP Negeri 3 Bangil class VII on the material of environmental pollution.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA ANALISIS BERBASISMODEL PEMBELAJARAN GUIDED DISCOVERY UNTUK MELATIH PEMAHAMAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMK

2017 ◽  
Vol 2 (2) ◽  
pp. 181
Author(s):  
Wahyuni Wahyuni ◽  
Tukiran Tukiran ◽  
Widodo Widodo
Keyword(s):  
Critical Thinking ◽  
Water Analysis ◽  
Lesson Plan ◽  
Learning Model ◽  
Discovery Learning ◽  
Vocational High School ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Complete Category

This research  is  purposed  to  develop  learning  instrument  of  chemical  analysis  for  eleventh  grade  of vocational high school student on the material of conducting water analysis and mineral through guided discovery learning model. This research is designed using Dick and Carey model whereas the experimental  design using One Group  Pretest-Posttest  Design.  This  finding  research  is learning  instrument  materials  which  developed  generally becomes acceptable or good. The analysis result of hand book and work book literacy are understandable and literate for student. The implementation of lesson plan is good but students activity for observing, discussing, and delivering opinion are dominant with 19%, 16%, and 13% respectively. Based on minimum completeness, guided discover y learning model also gave influence for students learning result which is on complete category. This research also described that N-gain comprehensions of concept average and critical thinking ability are on high category level. Students response to guided discovery learning model is good. Base on this research, it completely concluded that learning on the material of conducting water analysis and mineral using guided discovery model is able to encourage students concept comprehension and critical thinking ability.Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Kimia Analisis siswa SMK kelas XI pada pokok bahasan Melakukan Analisis Air dan Mineral (MAAM) melalui model pembelajaran guided discovery. Desain pengembangan pada penelitian ini menggunakan model Dick and Carey, sedangkan rancangan uji coba menggunakan One Group Pretest-Posttest Design. Temuan penelitian ini yaitu perangkat pembelajaran yang dikembangkan secara umum berkategori baik. Hasil analisis keterbacaan BAS dan LKS mudah dipahami dan terbaca oleh siswa. Keterlaksanaan  RPP berkategori  baik sedangkan aktivitas siswa yang dominan adalah melakukan pengamatan, berdiskusi,  dan berpendapat  masing-masing  adalah 19%, 16%, dan 13%. Berdasarkan tinjauan Kriteria Ketuntasan Minimal (KKM), model pembelajaran guided discovery juga memberikan pengaruh pada hasil belajar siswa yang berada pada kategori tuntas. Hasil penelitian ini juga menunjukkan bahwa N-gain rata-rata pemahaman konsep dan keterampilan berpikir kritis berada pada kategori tinggi. Respon siswa terhadap pembelajaran dengan model guided discovery dinilai baik.  Berdasarkan  hasil  tersebut,  disimpulkan  bahwa  pembelajaran  pada  pokok  bahasan  Melakukan  Analisis Air  dan Mineral (MAAM) melalui model guided discovery dapat melatihkan pemahaman konsep dan keterampilan berpikir kritis siswa SMK

scholarly journals Pengembangan Bahan Ajar Fisika Menggunakan Model POGIL dengan Strategi ARCS untuk Melatih Keterampilan Proses Sains Peserta Didik

2021 ◽  
Vol 5 (2) ◽  
pp. 138
Author(s):  
Ghaida N ◽  
Zainuddin Zainuddin ◽  
Abdul Salam M
Keyword(s):  
Scientific Inquiry ◽  
Lesson Plan ◽  
Learning Outcome ◽  
Process Skills ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Plan Implementation ◽  
Science Process Skills ◽  
Before And After ◽  
Static Fluid

Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan  uji N gain,  Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu  guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.

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