scholarly journals Development of Guided Inquiry Based Work Sheet with Class and Laboratory Activity on Chemical Bonding Topic in Senior High School

2018 ◽  
Vol 2 (2) ◽  
pp. 1-7 ◽  
Author(s):  
Zammiluni Zammiluni ◽  
Allizar Ulianas ◽  
Mawardi Mawardi
Keyword(s):  
Chemical Bonding ◽  
Concept Formation ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Guided Inquiry ◽  
Laboratory Activity ◽  
High Category ◽  
Before And After ◽  
Average Activity ◽  
Very High

This research produced a teaching material in the form Work Sheet (LKPD) based guided inquiry which involves 3 levels of chemical phenomena namely macroscopic, sub-microscopic and symbolic. The worksheet was created using Plomp model and using guided inquiry learning cycle consisting of orientation, exploration, concept formation, application, and closure. This LKPD has been tested validity, practicality, and effectiveness. The validity test gives the result of the kappa moment of 0.83 with the category of very high. Analysis of practicality in one-to-one, small group, and field test stage showed the value of 0.80, 0.76, and 0.70 with all three values in the high category. Effectiveness test seen from student’s learning outcome before and after using LKPD obtained gain score is 0.76 in the high category and average activity of students is 86.3% at every meeting. The results showed that, worksheet using the Plomp model which has been produced are valid, practical, and effective Keywords: Guided inquiry, chemical bonding, validity, practicality, effectiveness

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

scholarly journals Pengembangan Modul Bermain Sains Melalui Inkuiri Terbimbing untuk Meningkatkan Kemampuan Kognitif dan Sosial Emosional Anak

genius ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 1-18
Author(s):  
Libri Rizka Puri Windarta ◽  
Suyadi Suyadi
Keyword(s):  
Large Scale ◽  
Developmental Process ◽  
Data Gathering ◽  
Research Data ◽  
Small Scale ◽  
Guided Inquiry ◽  
High Category ◽  
Before And After ◽  
Post Test ◽  
Very High

This research is aimed to develop science play module as well as knowing its eligibility in use. This is a R&D research, a developmental process including plan, design, and development. The data gathering technique consist of two technique first non-test that consists of observation, interview, documentation, and questionnaire. Second, test in of pre-test and post-test which are given before and after trial on educators. The researcher did observing and interviewing to explore the materials before developing. The next step was making the prototype of the material developments were going to be validated by media experts, material experts, peers, and educators. After making the prototype of the material developments, the researcher revised the product design then used  in a small-scale trials. The product revisions were made again before being used in large-scale trials. Furthermore, the result of pre-test and post-test based on research data analysis showed an increase in the ability to apply the method of playing science through guided inquiry with an average pre-test value of 11.6 while the average post-test value of 17.7, so that it experienced an increase of 6.2 with a standard gain of 0.71 on large-scale trials. The value of the standard gain is categorized in the "high" category. The observation of increasing  ability of the educators by using modules reaching 96.1%, so that it falls into the "very high" category. Thus, the use of modules is considered effective in increasing the ability to use science playing methods  guided inquiry Penelitian ini bertujuan untuk mengembangkan modul bermain sains serta mengetahui kelayakannya dalam penggunaan. Penelitian ini merupakan penelitian RND, yaitu proses pengembangan meliputi perencanaan, desain dan pengembangan. Teknik pengumpulan data terdiri dari dua yaitu pertama non-tes yang terdiri dari observasi, wawancara, dokumentasi dan angket. Kedua, test yang benbentuk pretest dan posttest yang akan diberikan sebelum dan sesudah ujicoba pada pendidik. Peneliti melakukan observasi dan wawancara untuk mengeksplor bahan sebelum pengembangan. Langkah selanjutnya adalah membuat prototipe bahan pengembangan yang kemudian di validasi oleh ahli media, ahli materi, teman sejawat, dan pendidik. Setelah itu dilakukan revisi desain produk yang kemudian digunakan dalam ujicoba skala kecil. Revisi produk dilakukan kembali sebelum digunakan dalam ujicoba skala besar. Selanjutnya hasil pretest dan posttest berdasarkan analisa data penelitian menunjukkan adanya peningkatan kemampuan dalam penerapan metode bermain sains melalui inkuiri terbimbing dengan nilai pretest rata-rata 11,6 sedangkan posttest rata-rata 17,8 sehingga mengalami peningkatan 6,2 dengan gain standar 0,71 pada ujicoba skala besar. Nilai gain standar tersebut masuk dalam kategori “tinggi”. Observasi peningkatan kemampuan pada pendidik dengan menggunakan modul mencapai 96,1%, sehingga masuk kategori “Sangat tinggi”. Dengan demikian penggunaan modul dianggap efektif dalam meningkatkan kemampuan menggunakan metode bermain sains melalui inkuiri terbimbing. Kata Kunci : bermain sains, inkuiri terbimbing, modul  

scholarly journals ANALISIS KEMAMPUAN KONEKSI MATEMATIS SISWA PADA PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI TERBIMBING

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Romiyansah Romiyansah ◽  
Karim Karim ◽  
Siti Mawaddah
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
The Body ◽  
Guided Inquiry ◽  
Mathematical Concepts ◽  
High Category ◽  
Mathematical Connections ◽  
Body Of Knowledge ◽  
Very High ◽  
Mathematical Connection

Koneksi matematis memiliki dasar bahwa matematika merupakan ilmu yang tersusun atas bagian-bagian yang saling berhubungan dan ilmu yang utuh dan terstruktur yang biasanya disebut sebagai body of knowledge. Hal inilah yang membuat kemampuan koneksi matematis sangat penting untuk dimiliki siswa. Usaha yang dapat dilakukan untuk meningkatkan kemampuan koneksi matematis siswa diantaranya dengan diterapkannya model pembelajaran inkuiri terbimbing. Tujuan penelitian ini yaitu untuk menganalisis kemampuan koneksi matematis siswa dengan menggunakan model pembelajaran inkuiri terbimbing. Penelitian ini merupakan penelitian deskriptif dengan subjek penelitian adalah siswa kelas XI MIPA 1 SMAN 5 Banjarmasin dengan jumlah 33 siswa, sedangkan objek penelitiannya adalah kemampuan koneksi matematis siswa. Observasi, tes, dan dokumentasi adalah teknik pengumpulan data pada penelitian ini. Statistik deskriptif digunakan untuk menganalisis data yang diperoleh. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematis siswa pada aspek internal siswa mampu mengenali konsep matematika berada dalam kategori cukup. Pada aspek internal siswa mampu mengenali prinsip matematika, siswa dapat menggunakan keterkaitan antar topik matematika, dan siswa dapat mengenali prosedur matematika suatu representasi ke prosedur representasi yang ekuivalen berada pada kategori tinggi. Sedangkan pada aspek eksternal, siswa dapat menggunakan konsep dan prinsip matematika dalam kehidupan sehari-hari berada dalam kategori sangat tinggi.  Kata Kunci: model pembelajaran, inkuiri terbimbing, koneksi matematis Abstract: Mathematical connections have the basis that mathematics is a science that is composed of interrelated parts, and intact and structured science that is usually referred to as the body of knowledge. This thing makes mathematical connection ability so important owned by students. The effort that can be made to improve students' mathematical connection ability is by applying the guided inquiry learning model. The purpose of this study is to analyze the mathematical connection ability of students using the guided inquiry learning model. This research is a descriptive study with 33 students of grade XI MIPA 1 of SMAN 5 Banjarmasin as the subjects while the students' mathematical connection ability as the object. Observation, testing, and documentation are the data collection techniques in this study. Descriptive statistics are used to analyze the data obtained. The results showed that after using the guided inquiry learning model, the students' mathematical connection ability in the internal aspects that students was able to recognize mathematical concepts is in the sufficient category. In the internal aspects that students being able to recognize mathematical principles, students can use the linkages between mathematical topics and students can recognize mathematical procedures of a representation to representational procedures which are equivalent are in the high category. While for the external aspects that students can use mathematical concepts and principles in everyday life is in the very high category. Keywords: learning models, guided inquiry, mathematical connections

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

scholarly journals Pengaruh Inkuiri Terbimbing Berbasis Science, Technology, Engineering, Math (STEM) terhadap Penguasaan Konsep Siswa SMA pada Materi Fluida Statis

2020 ◽  
Vol 5 (7) ◽  
pp. 896
Author(s):  
Khusnul Khotimah ◽  
Edi Supriana ◽  
Parno Parno
Keyword(s):  
High School Students ◽  
Experimental Model ◽  
Mixed Method ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students ◽  
Before And After ◽  
Static Fluid ◽  
The Subject

<p><strong>Abstract: </strong>The ability to master concepts can be developed with the Guided Inquiry learning model. The purpose of this study is to find out how the STEM-based Guided Inquiry learning model influences the mastery of the concept of high school students on static fluid material. This research was conducted at SMAN 6 Malang class XI, the subject of this study were 34 students. This research is a mixed method embedded experimental model. With the test of mastery of concepts in the form of essays as many as 5 items. From the results of the research conducted showed that there are differences in the mastery of the concept of students before and after getting STEM-based guided inquiry learning on static fluid material.</p><strong>Abstrak:</strong> Kemampuan penguasaan konsep dapat dikembangkan dengan model pembelajaran Inkuiri Terbimbing. Tujuan dari penelitian ini ialah untuk mengetahui bagaimana pengaruh model pembelajran Inkuiri Terbimbing berbasis STEM terhadapa penguasaan konsep siswa SMA pada materi fluida statis. Penelitian ini dilakukan di SMAN 6 Malang kelas XI subjek penelitian ini berjumlah 34 siswa. Penelitian ini berjenis <em>mixed method embedded experimental model</em>. Dengan soal tes penguasaan konsep yang berupa esai sebanyak lima butir soal. Dari hasil penelitian yang dilakukan menunjukkan bahwa ada perbedaan penguasaan konsep siswa sebelum dan sesudah mendapatkan pembelaj<strong>a</strong>ran inkuiri terbimbing berbasis STEM pada materi fluida statis.

scholarly journals The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students’ Understanding and Motivation in Learning Light and Optics

2019 ◽  
Vol 2 (3) ◽  
pp. 79-84 ◽  
Author(s):  
Tina Afriani ◽  
Rika Rafikah Agustin ◽  
Eliyawati Eliyawati
Keyword(s):  
Junior High School ◽  
Sampling Technique ◽  
Statistical Test ◽  
Guided Inquiry ◽  
Laboratory Activity ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Convenience Sampling ◽  
Research Show

This research aims to investigate the effect of guided inquiry laboratory activity with video embedded on students’ understanding and students’ motivation in learning lights and optics topic. The method used in this research was pre-experiment. The sampling technique used in this research was convenience sampling, and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 20 students. The class implemented guided inquiry laboratory activity with video embedded in learning light and optics. The students’ understanding was measured using test given at pretest and post-test while students’ motivation was calculated using software ministeps (RASCH Model). The t-test paired sample also was performed on the average level of 95% to identify the significant difference of students’ understanding before and after the implementation of guided inquiry laboratory activity with video embedded. The results of this research show that the use of guided inquiry laboratory with video integrated gives an improvement of students understanding. Even though the value of n-gain is 0,264 (categorized as low level), the statistical test shows that there is a significant difference between students understanding before and after the implementation of guided inquiry laboratory activity with video embedded. There are 15 students from 20 students who are motivated in learning light and optics by using guided inquiry laboratory activity with video embedded. Students are motivated by the implementation of guided inquiry laboratory activity with video embedded.

scholarly journals Validitas dan Praktikalitas E-Modul Berbasis Inkuiri Terbimbing Terintegrasi Laboratorium Virtual pada Materi Hidrolisis Garam kelas XI SMA/MA

2020 ◽  
Vol 4 (2) ◽  
pp. 179
Author(s):  
Fadhillah Fadhillah ◽  
Andromeda Andromeda
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
Developmental Model ◽  
Test Results ◽  
Guided Inquiry ◽  
Chemistry Teachers ◽  
Stage Of Development ◽  
Virtual Laboratories ◽  
Data Collection Instrument ◽  
Very High

E-modules are one of the innovations in the development of teaching materials that can be integrated with virtual laboratories. The learning model that can be applied in the development of e-modules is a guided inquiry learning model . This research aims to produce a salt hydrolisis e-module oriented on guided inquiry learning model integrated with virtual laboratories and reveal the validity and practicality of e-modules. The type of this research is research and development (R&D). the method used in this research is developmental model by using 4-D or 4-P design. They are define, design, develop and disseminate. This research is limited to the stage of development, the validity and practicality test. The data collection instrument is a questionnaire of validity and practicality. The e-module was validated by 6 experts, they are 3 chemistry lectures of FMIPA UNP and 3 chemistry teachers while practicality test was carried out by 2 chemistry teachers and 15 XII grade students of MIPA SMAS Adabiah 2 Padang. data from validity and practicality test results were analyzed using the cohen kappa formula. Based on the results of the study, it was found that average kappa moment of validity test was 0,83 with a very high validity category, the average kappa moment of teacher practicality was 0,82 with a very high practicality category and the average kappa moment students practicality was 0,82 with a very high practicality category. The results of the analysis of students answer on e-module, it was found average of key question was 90%, average of worksheet was 94,8% and average of evaluation test was 90%. Thus, it was concluded that the salt hydrolysis e-module based on guided inquiry learning virtual laboratories integrated was produced was valid and practical.

scholarly journals HOTS-based Instrument for Assessing Students Science Learning Outcomes in Elementary School

2021 ◽  
Vol 5 (2) ◽  
pp. 231
Author(s):  
Ni Putu Sri Diah Anggraeni ◽  
Gede Wira Bayu ◽  
I Gde Wawan Sudatha
Keyword(s):  
Outcome Assessment ◽  
Learning Outcomes ◽  
Science Learning ◽  
Multiple Choice ◽  
Learning Outcome ◽  
Assessment Instrument ◽  
Difficulty Level ◽  
Development Research ◽  
High Category ◽  
Very High

This study aimed to develop an instrument for assessing science learning outcomes based on HOTS (Higher Order Thinking Skills). This research was development research that uses a 4D model (four-D model) with development stages consisting of define, design, develop, and distribute. This development research was only carried out until the development stage. The subject of this research was the HOTS-based science learning outcome assessment instrument in the form of grids and multiple-choice test sheets. Data were obtained by using interviews, observation, and test methods. The validation of the assessment instrument was carried out by two material experts using a validation sheet and 78 students for a limited trial using multiple-choice objective test instruments. The results obtained will be analyzed for validity, reliability, discriminatory power, level of difficulty, and quality of distractors. The results of the analysis of the HOTS-based science learning outcome assessment instrument had a validity of 0.90 which was in the very high category, reliability of 0.81 which was in the very high category. Distinguishing analysis obtained 2 items with very good criteria, 14 items with good criteria, and 9 items with sufficient criteria. In the difficulty level test, 12 questions were obtained in the easy category and 13 questions in the medium category. Analysis of the distractor quality test found 63 distractors were at the >5% level, which means the distractors are functioning well and 12 distractors were at the 5% level, which means the distractors were not functioning properly. These results indicated that the HOTS-based science learning outcome test assessment instrument developed was valid and reliable and is suitable for use as an assessment instrument in various styles of material.

scholarly journals Model pembelajaran process oriented guided inquiry learning (POGIL): Peningkatan disposisi matematika dan self-confidence mahasiswa tadris matematika

2018 ◽  
Vol 5 (2) ◽  
pp. 159-167
Author(s):  
Elfi Rahmadhani
Keyword(s):  
Learning Process ◽  
Inquiry Learning ◽  
Average Score ◽  
Guided Inquiry ◽  
Self Confidence ◽  
Before And After ◽  
Process Oriented ◽  
Pre Treatment

Penelitian ini bertujuan untuk mengetahui peningkatan disposisi matematika dan self-confidence mahasiswa dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL). Penelitian ini merupakan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah mahasiswa Program Studi Tadris Matematika (TMA) STAIN Gajah Putih Takengon semester V sebanyak 67 orang. Instrumen dalam penelitian ini adalah lembar observasi dan angket. Lembar observasi digunakan untuk mengamati aktivitas dosen dan mahasiswa selama perkuliahan berlangsung, serta angket diberikan kepada mahasiswa untuk melihat peningkatan disposisi matematika dan Self-confidence. Pemberian angket disposisi matematika dan self-confidence dilakukan sebelum dan setelah diberikan perlakuan menggunakan model Process Oriented Guided Inquiry Learning (POGIL). Berdasarkan hasil penelitian dapat disimpulkan bahwa model Process Oriented Guided Inquiry Learning (POGIL) dapat meningkatkan disposisi matematika dan self-confidence mahasiswa. Nilai rata-rata disposisi matematika mahasiswa sebelum perlakuan adalah 64,10, sedangkan setelah diberi perlakuan menjadi 76,91. Nilai rata-rata Self-confidence rata-rata sebelum perlakuan adalah 49,61, setelah perlakuan meningkat menjadi 59,79.Model of process oriented guided inquiry learning (POGIL): Improving mathematical disposition and self-confidence of students’ tadris matematika AbstractThis study was aimed to know improvement of students’ mathematical disposition and self-confidence with applying model of Process Oriented Guided Inquiry Learning (POGIL). The method of this study was descriptive quantitative. The subjects were 50 students of Tadris Matematika (TMA) STAIN Gajah Putih Takengon, Nangroe Aceh Darussalam, Indonesia, in semester V. The instruments of this study were observation sheet and questionnaires. Observation sheet was using to observe activities of lecturer and students on learning process, while questionnaire was giving to students to know improvement of their mathematical disposition and self-confidence. The students filled the questionnaire before and after they were given a treatment. Based on the results of this study it could be concluded that model of Process Oriented Guided Inquiry Learning (POGIL) could improve students’ mathematical disposition and self-confidence. The average score of students’ mathematical disposition in pre-treatment was 64.10 and after treatment was 76.91. While, the average score of students’ self-confidence in pre-treatment was 49.61 and after treatment was 59.79.

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