scholarly journals KEMAMPUAN PENALARAN ILMIAH SISWA SMA DALAM PEMBELAJARAN FISIKA MENGGUNAKAN MODEL INKUIRI TERBIMBING DISERTAI DIAGRAM BERPIKIR MULTIDIMENSI

2020 ◽  
Vol 8 (1) ◽  
pp. 13
Author(s):  
Fiska Anjani ◽  
Supeno Supeno ◽  
Subiki Subiki
Keyword(s):  
Scientific Reasoning ◽  
Inquiry Learning ◽  
Deep Understanding ◽  
Guided Inquiry ◽  
Learning Models ◽  
Physics Learning ◽  
Inquiry Process ◽  
Scientific Principles ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

Scientific reasoning is an ability to argue the concept of knowledge using scientific principles to build a deep understanding. Scientific reasoning is one of the essential skills in the 21st century as a provision in facing global challenges. Scientific reasoning is also one of the skills needed in learning physics because, in essence, physics learning requires a deep understanding of concepts. The fact shows that the scientific reasoning skills of students are still low. Students tend to solve problems without recognizing ideas and have a tendency to plug and chug as much as they remember, so learning is needed that can improve scientific reasoning skills. This scientific reasoning skill can be applied by combining guided inquiry learning models with multidimensional thinking diagram aids that are packaged in the form of student worksheets. Implementing the guided inquiry learning model will help students in the reasoning process because each process directs students to follow several methods and practices that are similar to scientists in building knowledge. Multidimensional thinking diagrams can help students in each inquiry process and assist students in analyzing and solving problems. Guided inquiry accompanied by multidimensional thinking diagrams can improve scientific reasoning skills.

scholarly journals Peningkatan Penalaran Ilmiah Siswa melalui Pembelajaran Guided Inquiry Berstrategi Scaffolding pada Materi Suhu dan Kalor

2020 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Putri Dwi Sundari ◽  
Ety Rimadani
Keyword(s):  
Scientific Reasoning ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Measurement Instrument ◽  
Wilcoxon Test ◽  
Guided Inquiry ◽  
Measurement Instruments ◽  
Reasoning Pattern ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

The purpose of this research was to analyze the students’ scientific reasoning skills in the guided inquiry learning integrated of scaffolding in heat and temperature. The research used mixed-method with embedded experimental design. The subject of this research was 29 students of class X in Sidoarjo state high school. The instrument consists of treatment and measurement instruments. The treatment instruments consist of syllabus, lesson plan, and student worksheet. The measurement instrument consists of scientific reasoning skills test. The test development based on scientific reasoning pattern proposed by Lawson with a reliability of 0.848. The quantitative data on students’ scientific reasoning skills was analyzed using Wilcoxon-test, while qualitative data was analyzed by reducing data and coding using a scientific reasoning pattern rubric. The results show that students’ scientific reasoning skill in heat and temperature increased after following the guided inquiry learning integrated of scaffolding. The students have been able to use information to determine whether a conclusion is likely to be true or not, but students are still unable to recognize and interpret relationships in situations described by observed or abstract variables.

scholarly journals ESCALATION IN STUDENTS’ SCIENCE PROCESS SKILLS ON CHAPTER WAVE VIBRATION AND SOUND THROUGH GUIDED INQUIRY LEARNING MODEL

2020 ◽  
Vol 5 (2) ◽  
pp. 70-79
Author(s):  
Winarti Winarti Dr. M.Pd.Si. ◽  
Mia Permata Sari
Keyword(s):  
Cognitive Abilities ◽  
Inquiry Learning ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Design Data ◽  
Ability Test ◽  
Science Process Skills ◽  
Physics Learning

This study aims to determine: (1) the effect of guided inquiry models on students' science process skills, (2) improvement of skills the science process of students with learning inquiry models, This research is a quasi-experimental study with non-equivalent control group design. Data collection techniques used were test and non-test. The instruments in this study were a pretest-posttest cognitive ability test sheet, student worksheets and an observation sheet for science process skills. The data analysis technique used is non-parametric statistics with the Mann Whitney U test, Normalized Gain (N-Gain) and descriptive analysis. The results of this study are that (1) Physics learning using guided inquiry learning models influences the cognitive abilities of students with a significance level (sig. 2-tailed) of 0.013. (2) Physics learning using guided inquiry learning models can improve students' cognitive abilities with an average value of n-gain of 0.701 which is included in the high criteria. Keywords: Guided Inquiry, Science Process Skills, Cognitive Skills, Wave Vibration and Sound.

scholarly journals KEMAMPUAN DECISION MAKING SISWA SMA DALAM PEMBELAJARAN FISIKA BERBASIS INKUIRI TERBIMBING

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Alivea Pisca Dianty ◽  
Supeno Supeno ◽  
Sri Astutik
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Student Participation ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Learning Models ◽  
School Students ◽  
Physics Learning ◽  
Descriptive Research

Students must be able to make decisions effectively in urgent conditions and be able to formulate strategies to take action in an effort to make the situation under control. During learning at school, there are still many students who tend to be more receptive to information than to provide solutions that can solve the problems. The ability to make decisions can be trained using the guided inquiry learning model, because the essence of the guided inquiry strategy is relate to the decision making skills. The use of guided inquiry models in learning can increase student to think critically, be more productive, be more skilled in obtaining information and making decisions. The research aims is to know the ability to take the decision making of students high school in learning physics based on guided inquiry. This type of research was descriptive research. This research is used to describe the participation of high school students in making decision on guided inquiry on physics learning. The results obtained by the study of guided inquiry learning models can increase student participation in making decisions.

scholarly journals Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students

2019 ◽  
Vol 18 (1) ◽  
pp. ar2 ◽  
Author(s):  
Lawrence S. Blumer ◽  
Christopher W. Beck
Keyword(s):  
Experimental Design ◽  
Undergraduate Students ◽  
Scientific Reasoning ◽  
Pretest Score ◽  
Guided Inquiry ◽  
Laboratory Courses ◽  
Reasoning Skills ◽  
Design Skills ◽  
Scientific Reasoning Skills ◽  
Different Levels

Past studies on the differential effects of active learning based on students’ prior preparation and knowledge have been mixed. The purpose of the present study was to ask whether students with different levels of prior preparation responded differently to laboratory courses in which a guided-inquiry module was implemented. In the first study, we assessed student scientific reasoning skills, and in the second we assessed student experimental design skills. In each course in which the studies were conducted, student gains were analyzed by pretest quartiles, a measure of their prior preparation. Overall, student scientific reasoning skills and experimental design skills did not improve pretest to posttest. However, when divided into quartiles based on pretest score within each course, students in the lowest quartile experienced significant gains in both studies. Despite the significant gains observed among students in the lowest quartile, significant posttest differences between lowest and highest quartiles were observed in both scientific reasoning skills and experimental design skills. Nonetheless, these findings suggest that courses with guided-inquiry laboratory activities can foster the development of basic scientific reasoning and experimental design skills for students who are least prepared across a range of course levels and institution types.

scholarly journals DEVELOPING INDUCTIVE THINKING KIT TO IMPROVE REPRESENTATION DATA AND SCIENTIFIC REASONING SKILLS

2018 ◽  
Vol 2 (2) ◽  
pp. 302-319
Author(s):  
Yudi Guntara ◽  
Insih Wilujeng
Keyword(s):  
Effect Size ◽  
Scientific Reasoning ◽  
Lesson Plan ◽  
Size Analysis ◽  
Physics Learning ◽  
Hotelling's T2 ◽  
Data Representations ◽  
Hotelling’S T2 ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This study was aimed at producing and examining the effectiveness of physics learning kit of inductive thinking model which is reasonably to increase students’ data representations and scientific reasoning skills. This research uses R&D methods with 4D models that consists of define (need analysis of learning), design (designing the product draft), develop (expert appraisal, product field testing, and product revising), and disseminate (disseminating final product). The physics learning kit of inductive thinking model which is developed consists of syllabus, lesson plan, handout, worksheet and skills assessment sheet. The data were analyzed using the descriptive statistics, N-Gain analysis, multivariate test statistic Hotelling’s T2 and effect size analysis. The result of this research produced the physics learning kits of inductive thinking model which is reasonably used to increase students’ data representations and scientific reasoning skills with very good category based on experts, teachers and response of students. The learning kit is effective to increase students’ data representations and scientific reasoning skills significantly by effect size analysis with f = 0.180 for data representations skills and f = 0.115 for scientific reasoning skills.PENGEMBANGAN PERANGKAT INDUCTIVE THINKING UNTUK PENINGKATAN KEMAMPUAN REPRESENTASI DATA DAN PENALARAN ILMIAHAbstrakPenelitian ini bertujuan untuk menghasilkan dan menguji efektivitas perangkat pembelajaran fisika model inductive thinking yang layak dalam meningkatkan kemampuan representasi data dan penalaran ilmiah siswa SMA. Penelitian menggunakan metode R&D dengan model 4D yang meliputi tahap define (analisis kebutuhan pembelajaran), design (perancangan draf produk), develop (penilaian ahli dan guru, uji coba produk, revisi produk), dan disseminate (penyebarluasan produk akhir). Produk perangkat pembelajaran fisika model inductive thinking yang dikembangkan ini terdiri dari silabus, RPP, handout, LKS dan lembar penilaian kemampuan. Teknik analisis data menggunakan statistik deskriptif, analisis N-Gain, uji statistik multivariat Hotelling’s T2 dan analisis effect size. Hasil penelitian menunjukkan bahwa perangkat pembelajaran fisika model inductive thinking layak digunakan dalam pembelajaran dengan kategori sangat baik berdasarkan penilaian ahli, guru, dan respons siswa. Perangkat yang dikembangkan efektif dalam meningkatkan kemampuan representasi data dan penalaran ilmiah berdasarkan analisis effect size dengan nilai f=0,180 terhadap kemampuan representasi data dan f=0,115 terhadap kemampuan penalaran ilmiah.

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 Context Matters: Accounting for Item Features in the Assessment of Citizen Scientists’ Scientific Reasoning Skills

2021 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Till Bruckermann ◽  
Tanja M. Straka ◽  
Milena Stillfried ◽  
Moritz Krell
Keyword(s):  
Scientific Reasoning ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

scholarly journals UPAYA MENGURANGI MISKONSEPSI PADA PEMBELAJARAN FISIKA MELALUI MODEL PEMBELAJARAN INKUIRI (INQUIRY LEARNING)

2020 ◽  
Author(s):  
Ayu Amelia Aprilia ◽  
Nana
Keyword(s):  
Learning Process ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Material ◽  
Learning Models ◽  
Learning Materials ◽  
Physics Learning ◽  
Student Activity ◽  
Existing Problems

The purpose of this paper is to describe how the effort to reduce misconceptions in Physics learning material using inquiry learning models. This writing is motivated by the large number of students who are still experiencing errors in understanding Physics learning materials. For this reason, efforts need to be made to reduce misconceptions in learning physics. The inquiry learning model can be used to reduce students' misconceptions. The method used in this paper is the study of literature by studying some literature to be analyzed and made conclusions. The results of this paper show that using inquiry learning models in the physics learning process can be a solution to reduce the misconception of material in the classroom. The inquiry learning model is applied to students where when the activity takes place the teacher is only a guide who directs the students then the students actively seek and understand the learning, generating ideas to find solutions in solving existing problems. Learning can increase student activity in the classroom so that not only accept all the material provided by the teacher but actively seek for themselves and there is openness where learning will facilitate the various hypotheses of students that must be proven and its truth openly.

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