scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF DAN HASIL BELAJAR MELALUI IMPLEMENTASI MODEL FPOEIL

2021 ◽  
Vol 4 (2) ◽  
pp. 58-66
Author(s):  
Fedinafaliza Fedinafaliza ◽  
Mahdian Mahdian ◽  
Yudha Irhasyuarna
Keyword(s):  
Inquiry Based Learning

Peserta didik kesulitan dalam merefleksikan konsep atau materi Koloid ke dalam kehidupan sehari-hari karena proses pembelajaran yang bersifat menghafal. Keadaan tersebut mengakibatkan kemampuan berpikir reflektif peserta didik harus ditingkatkan. Kegiatan pembelajaran harusnya berupa pengujian gagasan dan penyelidikan (inquiry). Model pembelajaran yang dapat diterapkan yakni model Five-stage Prediction Observation Explanation Inquiry based Learning (FPOEIL). Penelitian tentang penerapan model FPOEIL pada materi Koloid ini bertujuan untuk meningkatkan (1) kemampuan berpikir reflektif dan (2) hasil belajar. Penelitian ini menggunakan rancangan. Penelitian Tindakan Kelas (PTK) dengan dua siklus terdiri dari empat tahapan yaitu perencanaan, pelaksanaan tindakan, pengamatan dan refleksi. Subjek penelitian adalah peserta didik kelas XI MIPA 3 SMA Negeri 6 Banjarmasin dengan jumlah 34 orang. Instrumen penelitian terdiri dari tes hasil belajar pengetahuan dan berpikir reflektif serta angket sikap, keterampilan, aktivitas guru dan peserta didik. Validitas instrumen tes yakni 1 dengan koefisien reliabilitas yakni 0,72 dan 0,78. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir reflektif meningkat dari kategori Cukup Reflektif menjadi Reflektif dan (2) hasil belajar pengetahuan meningkat dari 47,06% menjadi 82,35%.

scholarly journals The effectiveness of inquiry-based learning with OE3R strategy for scientific argumentation skill

2021 ◽  
Author(s):  
Helda Lupita Septyastuti ◽  
Sutrisno ◽  
Hayuni Retno Widarti
Keyword(s):  
Scientific Argumentation ◽  
Inquiry Based Learning

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

scholarly journals Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

2021 ◽  
Author(s):  
Stefanie Schallert ◽  
Zsolt Lavicza ◽  
Ellen Vandervieren
Keyword(s):  
Flipped Classroom ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Research Approach ◽  
Inquiry Based Learning ◽  
Domain Specific ◽  
Evaluation Phase ◽  
Assessment Techniques ◽  
Set Up ◽  
Design Heuristic

AbstractThe effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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