scholarly journals Pengembangan Perangkat Pembelajaran Berorientasi Lingkungan Sekitar Bantaran Sungai Barito Untuk Melatihkan Keterampilan Proses Sains

2017 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Imam Nor Ihsan ◽  
Muhammad Arifuddin Jamal ◽  
Abdul Salam M.
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Qualitative And Quantitative ◽  
Analysis Techniques ◽  
Device Validation ◽  
Quantitative Descriptive

 Pada proses perangkat pembelajaran  di sekolah dinilai masih kurang layak. Hal ini berimplikasi pada keterampilan proses sains dan hasil belajar kognitif siswa yang rendah. Untuk itu dilakukan pengembangan perangkat pembelajaran  menggunakan model inkuiri terbimbing yang memiliki tujuan khusus: (1) mendeskripsikan validitas perangkat pembelajaran, (2) mendeskripsikan kepraktisan perangkat pembelajaran yang ditinjau dari keterlaksanaan RPP, (3) Mendeskripsikan efektivitas perangkat pembelajaran yang ditinjau dari hasil belajar kognitif siswa, dan (4) mendeskripsikan pencapaian keterampilan  proses sains siswa. Pada penelitian ini  model yang digunakan model Dick and Carey. Instrumen yang dikembangkan berupa RPP, LKS, THB dan Materi ajar. Teknik pengumpulan data berupa validasi perangkat pembelajaran, pengamatan keterlaksanaan RPP, pengamatan KPS siswa, dan tes hasil belajar.  Teknik analisis data berupa deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan: (1) validitas perangkat pembelajaran berkategori valid, (2) kepraktisan perangkat pembelajaran dinilai terlaksana sangat baik, (3) efektifitas perangkat pembelajaran dinilai efektif, dan (4) pencapaian keterampilan proses sains siswa dinilai sangat baik. Diperoleh simpulan bahwa perangkat pembelajaran menggunakan model inkuiri terbimbing yang dikembangkan layak digunakan dalam pembelajaran. Learning device used in the learning process in schools is still considered less worthy. This has implications for science process skills and cognitive learning outcomes of students is low. To that made the development of the learning device by using the model of guided inquiry which has specific objectives: (1) describe the validity of the study, (2) describe the practicality of the device learning in terms of enforceability of RPP, (3) Describe the effectiveness of the learning in terms of the cognitive learning students, and (4) describe the achievement of science process skills of students. This research is a development which refers to the development model of Dick and Carey. The instrument was developed in the form of lesson plans, worksheets, THB and teaching materials. Technique data collecting device validation study, observation keterlaksanaan RPP, observations KPS students, and the achievement test. Data analysis techniques in the form of qualitative and quantitative descriptive. The results showed: (1) the validity of the learning device category is valid, (2) the practicality of the learning device rated executed very well, (3) the effectiveness of the learning device is considered effective, and (4) the achievement of science process skills of students rated as excellent. Be concluded that the device is guided inquiry learning model developed eligible for use in learning. 

scholarly journals Improving Science Process Skills Class Xi Ipa 1 Man 3 Banjarmasin Inquiry Discovery Learning (IDL) Guided By Operation Of Model Material In Teaching Impulse And Momentum

2014 ◽  
Vol 2 (3) ◽  
pp. 274
Author(s):  
Lisda Karmila ◽  
Zainuddin Zainuddin ◽  
Syubhan An'nur
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Student Learning Outcomes ◽  
Model Material ◽  
Process Skills ◽  
Science Process Skills ◽  
Qualitative And Quantitative ◽  
Analysis Techniques ◽  
Quantitative Descriptive

Teacher’s teaching methods that are conventional to be one of the causes of low student science process skills, to do research that aims to determine the effectiveness of the model applies the IDLguided in improving student’s science process skills. The specific aims of this study were to describe: (1) feasibility RPP, (2) student’s science process skills, (3) student learning outcomes, (4) the response of students towards learning. The research method is action research. The subjects were 39 students of class XI IPA 1 MAN 3 Banjarmasin. Data collection techniques used observation, achievement test, questionnaire, and documentation. Descriptive data analysis techniques of qualitative and quantitative descriptive. The findings of the study are (1) RPP feasibility in the first cycle by 73,68%, 84,87% for the second cycle and third cycle of 92,11% (2) student’s science process skills include doing experiments properly, write down observations, analyzed the data, and make conclusions. In general, the first and second cycle has criteria pretty good, and the increase in cycle III with both criteria (3) student learning outcomes in the classical increase of 67,57% (still incomplete) in the first cycle, to 87,18% (complete) on cycle II, and 100% (complete) in the third cycle (4) the response of students towards learning generally categorized either. The conclusion of this research is the application of the IDL-guided effective in improving student’s science process skills class XI IPA 1 MAN 3 Banjarmasin on impulse and momentum teaching materials.  

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 Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains

2016 ◽  
Vol 2 (2) ◽  
pp. 252 ◽  
Author(s):  
Yuliana Subekti ◽  
Ariswan Ariswan
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Physics Learning ◽  
Randomized Sampling ◽  
Cluster Randomized

Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika siswa dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Jenis penelitian ini adalah penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 9 Yogyakarta pada semester genap tahun ajaran 2014/2015 yaitu 192 siswa. Sampel dipilih sebanyak dua kelas dengan menggunakan teknik cluster randomized sampling yaitu 64 siswa. Aspek keterampilan proses sains yang diteliti yaitu pengamatan, pelaksanaan penelitian, pengkomunikasian, peramalan dan penyimpulan. Teknik analisis data yang digunakan adalah uji MANCOVA dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan hasil belajar fisika aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika pada siswa kelas X di SMA Negeri 9 Yogyakarta dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen.Kata Kunci: model pembelajaran inkuiri terbimbing, metode eksperimen, keterampilan proses sains, hasil belajar aspek kognitif. The Physics Learning with Experimental Methods to Increase Cognitive Aspects of Learning Outcomes and Science Process Skills AbstractThis study aims to investigate whether there is an increase of the cognitive aspects of learning outcomes and science process skills in terms of the first physics ablility with guided inquiry learning model through the experimental method. This type of research is quasi experimental research. The study population was all students of class X in SMA N 9 Yogyakarta in the second semester of 2014/2015 academic year as many as 192 students. The samples were as many as two classes using cluster randomized sampling technique  were 64 students. The aspects of the science process skills were constructing observations, conducting research, communicating, predicting and making inferences. The data were analyzed using MANCOVA with the significance level of 0.05. The results of the study show that there is a significant increase of the cognitive aspect of physics learning outcomes and science process skills in terms of the firts physics ability of the class X students in SMA N 9 Yogyakarta with guided inquiry learning model through the experimental methods.Keywords: guided inquiry learning model, experimental method, science process skills, cognitive aspects of learning outcomes

scholarly journals Developing guided inquiry module in animal reproductive system material

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nosi Qadariah ◽  
Sri Rahayu Lestari ◽  
Fatchur Rohman
Keyword(s):  
Learning Outcomes ◽  
Reproductive System ◽  
Cognitive Learning ◽  
Analysis Of Covariance ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Rank Analysis ◽  
Analysis Technique ◽  
Cognitive Learning Outcomes

Guided inquiry module is one of alternative to improve students’ science process skills and cognitive learning outcomes. The aim of this research was to produce guided inquiry module in animal reproductive system material as well as improving student science process skills and cognitive learning outcomes. The research used ADDIE development model which consists of the following stages: analyze, design, develop, implement, and evaluation. The research instruments for collecting the data included material and media expert validation sheets, field practitioner questionnaire, module practicality questionnaire, pretest and posttest question sheets (used to measure science process skills and cognitive learning outcomes). The data analysis technique used were quantitative and qualitative descriptions as well as quade's rank analysis of covariance. The results of content and media expert validations were 94.84%  and 92.43%  respectively. In addition, the field practitioner response reached 95.7% and the module practicality value was 91.3%. Furthermore, the module has significantly improved students’ science process skills [F(1,78) = 42.509, p < 0.05] and  cognitive learning outcome  [F(1,78) = 7.480, p < 0.05]. Hence, the module is recommended to be implemented in delivering animal reproductive system.

scholarly journals PENGARUH MODEL PEMBELAJARAN InSTAD TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF FISIKA DI SMA

2015 ◽  
Vol 1 (2) ◽  
pp. 202 ◽  
Author(s):  
Richie Erina ◽  
Heru Kuswanto
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Significance Level ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran InSTAD terhadap: (1) keterampilan proses sains peserta didik, (2) hasil belajar kognif peserta didik, dan (3) proses sains dan hasil belajar kognitif peserta didik. Penelitian ini merupakan penelitian kuantitatif dengan mengguna-kan desain kuasi eksperimen. Analisis data menggunakan Independent t-test dan MANOVA. Hasil penelitian menunjukkan: (1) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 7.47 dan 7.53) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (2) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 4.41dan 5.00) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (3) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dan hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (F= 26.36) dan signifikansi sebesar 0.00 (sigifikansi < 0.05). Kata Kunci: InSTAD, keterampilan proses sains, hasil belajar kognitif   THE EFFECT OF InSTAD LEARNING MODEL ON THE SCIENCE PROCESS SKILLS AND COGNITIVE LEARNING OUTCOMES IN PHYSICS IN SENIOR HIGH SCHOOL Abstract This study aims to find out the effect of InSTAD learning model on: (1) the science process skills of the students, (2) the cognitive learning outcomes of the students, (3) the science process skills and cognitive learning outcomes of the students. This study is a quantitative research using a quasi-experimental design. The data analysis used the Independent t-test and MANOVA. The results show that: (1) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills of the students than guided inquiry learning does, and it is shown by the output value of the t-test (7.47 and 7.53) at the significance level of 0.00. (significance < 0.05); (2) the implementation of InSTAD learning model gives a significantly more positive effect to the cognitive learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the t-test (4.41and 5.00) at the significance level of  0.00 (significance < 0.05); (3) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills and learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the F-test (26.36) at the significance level of 0.00 (significance < 0.05). Keywords: InSTAD, science process skills, cognitive learning outcomes

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 Pengaruh Strategi Pembelajaran Inkuiri dan Kemampuan Memecahkan Masalah terhadap Keterampilan Proses Sains Mahasiswa pada Praktikum Fisiologi Tumbuhan

2017 ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Plant Physiology ◽  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The purpose of this research was to know effect of inquiry learning strategies and problem solving ability to student university science process skills on plant physiology prakticum. The research applied the quasy experiment method with a 2 x 2 factorial design. The results showed that (1) science process skills of student university who learned with modified free inquiry learning strategies are higher science process skills of student university who learned with guided inquiry learning strategies (2) There is interaction effect between strategies learning and problem solving ability to the science process skills. (3) science process skills of student university who learned with modified free inquiry learning strategies is higher than the students who learned with guided inquiry learning strategies in terms of high problem solving ability. and (4) science process skills student university learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student university.

scholarly journals The Effect of Guided Inquiry Learning Model on Process Skills Science and Students' Higher-Level Thinking Skills on Heat and Transfer Themes of Class V SD Negeri 104260 Melati

2021 ◽  
Vol 4 (2) ◽  
pp. 901-910
Author(s):  
Ahmad Marwan ◽  
Hasruddin Hasruddin ◽  
Yusnadi Yusnadi
Keyword(s):  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
High Order ◽  
Process Skills ◽  
Guided Inquiry ◽  
Higher Order Thinking Skills ◽  
Science Process Skills ◽  
Average Value ◽  
High Order Thinking

This research aims to determine the effect of guided inquiry learning models on science process skills and higher order thinking skills on the theme of heat and its displacement in grade V SD Negeri 104260 Melati. The research instrument included observation of science process skills and tests of higher order thinking skills. This study uses the analysis of the Independent Sample Test (t test).The average value of science process skills in the guided inquiry class was 81.62 and the direct instruction learning model class was 79.02. A significant influence on students' science process skills in the learning process on the theme of heat and its displacement, with a score of tcount (2.384)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.021) <α = 0.05, so that H₀rejected. then Ho was rejected and Ha accepted. The average value of high-order thinking skills in the guided inquiry class is 75.57 and in the class of direct instruction learning model. A total of 67.43. The results of the analysis of high-order thinking skills have tcount (3.597)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.001) <α = 0.05, so that H₀rejected and Ha accepted. Guided inquiry learning model affects science process skills and high-order thinking skills of students on the theme of heat and its displacement in grade V SD Negeri 104260 Melati.

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