scholarly journals Simple Terrarium Teaching Aid for Guided Inquiry Learning Model: The Development of Learning Instruments to Students' Concept Understanding in Global Warming and Environmental Awareness

2021 ◽  
Vol 2 (2) ◽  
pp. 51-59
Author(s):  
Najda Aliyatun Naezak ◽  
Erna Noor Savitri ◽  
Fidia Fibriana
Keyword(s):  
Global Warming ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Environmental Awareness ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Design Development ◽  
Concept Understanding ◽  
Analysis Design

This research aims to determine the feasibility and characteristics of the guided inquiry learning model assisted by a simple terrarium on students' concept understanding and environmental awareness in the global warming topic of study. The research and development (RnD) methodby analysis, design, development, implementation, and evaluation (ADDIE) was performed. The data collection instruments used were observation sheets, expert validation sheets, and questions. The teaching and learning instruments were declared feasible and ready for application with a few revisions based on the validation results. The n-gain analysis of increasing students' conceptual understanding was in the high category at 0.76. The percentage of observations regarding environmental awareness increased at each successive meeting. The first meeting was 39.06%, the second meeting was 63.12%, and the third meeting was 89.37%. In conclusion, the guided inquiry learning model assisted by a simple terrarium is feasible to improve students' conceptual understanding and environmental virtue ethics.

scholarly journals Development of Applicative-Integrative Student Worksheet Based on Scientific Approach on Reaction Rate Subject

2018 ◽  
Vol 3 (1) ◽  
pp. 6
Author(s):  
Siti Mutmainah ◽  
Usman Usman ◽  
Mukhamad Nurhadi
Keyword(s):  
Mixed Methods ◽  
Learning Process ◽  
Reaction Rate ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Design Development ◽  
Scientific Approach ◽  
Analysis Design

<p>This research aimed to design applicative-integrative student worksheet based on scientific approach, which was applied to the learning process by using guided inquiry learning model. The worksheet was properly assessed from three aspects. There were validity, effectivity and practicality. The approach used in this research was ADDIE approach (Analysis, Design, Development, Implementation and Evaluation) with Embedded Mixed Methods. The stages of this research were extraction of potentials and problems, designing student worksheet, validation by experts including media, subjects, and practitioners, then testing the student worksheet. The results showed that the student worksheet was appropriate based on the analysis of the data obtained. This student worksheet was feasible to be implemented in the learning process of chemistry class, particularly reaction rate subject. The result of this research showed that validity, effectivity and practicality obtained 93.9, 83.1, and 94.3%, respectively.</p><p> </p>

scholarly journals Implementasi Model Pembelajaran Inkuiri Terbimbing Terhadap Penguasaan dan Keberlanjutan Pemahaman Konsep Peserta Didik pada Materi Sistem Pernapasan Manusia

2021 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Muhammad Rezky Firdaus ◽  
Maya Istyadji ◽  
S Sauqina
Keyword(s):  
Conceptual Understanding ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Concept Understanding ◽  
Post Test ◽  
Equivalent Control ◽  
Class Viii

Telah dilakukan penelitian untuk mengimplementasi model inkuiri terbimbing terhadap penguasaan konsep dan keberlanjutan pemahaman konsep pada materi sistem pernapasan manusia. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi model pembelajaran inkuiri terbimbing terhadap analisis penguasaan konsep dan keberlanjutan pemahaman konsep peserta didik pada materi sistem pernapasan manusia di SMP Negeri 26 Banjarmasin. Penelitian ini menggunakan metode eksperimen semu dengan desain penelitian menggunakan Non Equivalent Control Group Design. Sampel penelitian ini yaitu peserta didik kelas VIII A sebagai kelas eksperimen berjumlah 30 orang dan peserta didik kelas VIII B sebagai kelas kontrol berjumlah 30 orang. Teknik pengambilan sampel menggunakan random sampling classroom dilihat dari rata-rata nilai kelas pada hasil ulangan akhir semester. Pengumpulan data sampel menggunakan tes soal pilihan ganda tes pre-test/post-test, angket atau kuesioner, dan dokumentasi. Teknik analisis data menggunakan uji analisis statistik desktiptif, uji N-Gain dan uji hipotesis statistik menggunakan uji-t. Hasil penelitian menunjukan bahwa (1) Implementasi model pembelajaran inkuiri terbimbing dapat mempengaruhi peningkatan penguasaan konsep dengan hasil yaitu mendapatkan rata-rata sebesar 0,6%, sedangkan penguasaan konsep menggunakan model ekspositori mendapatkan rata-rata sebesar 0,5%; (2) Implementasi model pembelajaran inkuiri terbimbing keberlanjutan pemahaman konsep kelompok eksperimen pada data pretest dan posttest mendapatkan hasil total sebesar 4% dengan kriteria kurang sekali menjadi 76% dengan kriteria baik dari 300 total keberlanjutan pemahaman konsep, sedangkan keberlanjutan pemahaman konsep menggunakan model ekspositori kelompok kontrol pada data pretest dan posttest mendapatkan hasil total sebesar 12% dengan kriteria kurang sekali menjadi 21% dengan kategori kurang dari 300 total keberlanjutan pemahaman konsep; dan (3) Uji T mendapatkan hasil perhitungan T Hitung yaitu 3.14 > T Tabel yaitu 2.00 dengan taraf signifikan 0.05 maka Ha diterima. Berarti terdapat perbedaan penguasaan konsep dan keberlanjutan konsep siswa yang mengimplementasikan model inkuiri terbimbing dan model ekspositori. Research has been carried out to implement a guided inquiry model for mastery of concepts and sustainability of conceptual understanding on the material of the human respiratory system. This study aims to determine the effect of the implementation of the guided inquiry learning model on the analysis of concept mastery and the sustainability of students' conceptual understanding on the human respiratory system material at SMP Negeri 26 Banjarmasin. This study used a quasi-experimental method with a research design using Non Equivalent Control Group Design. The sample of this research is the students of class VIII A as the experimental class totaling 30 people and students of class VIII B as the control class totaling 30 people. The sampling technique used was classroom random sampling, seen from the average class value on the results of the Final Semester Test. The sample data was collected using multiple choice test, pre-test/post-test, questionnaires, and visual documentation. The data analysis technique used descriptive statistical analysis test, N-Gain test and statistical hypothesis testing using t-test. The results showed that (1) the implementation of the guided inquiry learning model can affect the increase in mastery of concepts with the result that it gets an average of 0.6%, while the mastery of concepts using the expository model gets an average of 0.5%; (2) The implementation of the guided inquiry learning model for the sustainability of conceptual understanding of the experimental group in the pretest and posttest data obtained a total result of 4% with the criteria of being less than 76% with good criteria of 300 total sustainability of concept understanding, while the sustainability of understanding the concept used the expository model of the control group. the pretest and posttest data get a total result of 12% with the criteria being less than 21% with a category of less than 300 total sustainability of concept understanding; and (3) The T test shows that Tcalc > T tab (3.14 > 2.00), which with a significant level of 0.05 means that Ha is accepted. This study conclude that there are differences in the mastery of concepts and the sustainability of the concepts of students who implement the guided inquiry model and the expository model.  

scholarly journals Pengembangan LKS Berbasis Inkuiri Terbimbing Berbantuan E-Learning Untuk Meningkatkan Pemahaman Konsep Pada Siswa kelas X SMA

2021 ◽  
Vol 4 (1) ◽  
pp. 51-60
Author(s):  
Wimpi Calesta ◽  
Patricia H M Lubis ◽  
Sugiarti Sugiarti
Keyword(s):  
Research And Development ◽  
Research Method ◽  
Inquiry Learning ◽  
Potential Effect ◽  
Guided Inquiry ◽  
Design Development ◽  
Concept Understanding ◽  
A Value ◽  
E Learning ◽  
Design Aspect

ABSTRAK Penelitian ini bertujuan untuk menghasilkan LKS yang valid, praktis dan mempunyai efek potensial yang dibuat berdasarkan model pembelajaran inkuiri terbimbing dan berbantuan e-learning yaitu aplikasi blogspot. Metode penelitian yang digunakan dalam penelitian ini adalah R&D (Research and Development) dengan model ADDIE (Analyze, Design, Development, Implement, Evaluate). Validasi dilakukan dengan 3 orang ahli yaitu ahli materi, bahasa dan desain.Berdasarkan hasil validasi aspek materi memperoleh nilai 88,66% dengan kategori sangat baik, aspek bahasa memperoleh nilai 86% dengan kategori sangat baik dan aspek desain diperoleh nilai 90,76% dengan katgori sangat baik. Hasil angket kepraktisan LKS memperoleh nilai 85,81% dengan kategori sangat praktis. Dan untuk efek potensialnya dalam meningkatkan pemahaman konsep dengan menggunakan rumus N-Gain memperoleh nilai sebesar 0,87 dengan kategori tinggi. Berdasarkan hasil data tersebut, dapat disimpulkan bahwa LKS yang dikembangkan sangat valid dan praktis serta dapat meningkatkan pemahaman konsep pada siswa. Kata kunci : Pengembangan dan penelitian, LKS, inkuiri terbimbing, e-learning, pemahaman konsep ABSTRACT This research was aimed to produce worksheets that was valid, practical and have potential effects based on the guided inquiry learning model and assisted e-learning, namely the blogspot application. The research method used in this research was R&D (Research and Development) with the ADDIE (Analyze, Design, Development, Implement, Evaluate)  model. Validation was carried out with 3 experts, namely material, language and design experts. Based on the results of the validation of the material aspect, the score was 88.66% with the very good category, the language aspect got a score of 86% in the very good category and the design aspect obtained a value of 90.76% with the very good category. The results of the LKS practicality questionnaire obtained a score of 85.81% in the very practical category. And for its potential effect in increasing concept understanding using the N-Gain formula, it obtained a value of 0.87 with the high category. Based on the results of these data, it can be concluded that guided inquiry-based worksheets assisted by e-learning are very valid and practical Keywords : Development and research, worksheets, guided inquiry, e-learning, understanding concepts

scholarly journals Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa

2021 ◽  
Vol 2 (2) ◽  
pp. 73-84
Author(s):  
Muhali Muhali ◽  
Muhammad Asy'ari ◽  
Roniati Sukaisih
Keyword(s):  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Virtual Laboratory ◽  
Control Group ◽  
Metacognitive Skills ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Concept Understanding ◽  
Better Than

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.

scholarly journals PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Kurniawati Kurniawati
Keyword(s):  
Conceptual Understanding ◽  
Positive Response ◽  
Inquiry Learning ◽  
Learning Model ◽  
Student Response ◽  
Process Skills ◽  
Guided Inquiry ◽  
Student Responses ◽  
Science Process Skills ◽  
Strongly Agree

This research is motivated by the 2013 curriculum which aims to make science learning not just a conceptual understanding but to train students' skills, in this case science process skills. This research is a classroom action research conducted in September 2019 with 31 students of class VII.1 SMP Negeri 1 Teluk Kuantan. The instruments used were the observation sheet and the student response questionnaire to the inquiry learning model. The results showed that the science process skills of students in the first cycle were 64.69 with sufficient criteria, in the second cycle it was 71.22 which was a good criterion. Student responses to the learning carried out are positive where students strongly agree with learning because it can improve students' science process skills. The conclusion based on the results of the research is that the application of the guided inquiry learning model can improve students' science process skills and a positive response from grade VII.1 students of SMP Negeri 1 Teluk Kuantan.

scholarly journals USE OF GUIDED INQUIRY LEARNING MODELS TO IMPROVE STUDENT'S UNDERSTANDING OF THE CONCEPT OF BASIC ACID TITRATION MATERIALS

2021 ◽  
Vol 4 (1) ◽  
pp. 14-18
Author(s):  
F Fathurrahmaniah ◽  
Eva Nursa’ban ◽  
E Ewisahrani
Keyword(s):  
Conceptual Understanding ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Acid Base ◽  
Activity Data ◽  
Concept Understanding ◽  
Student Activity ◽  
School Year ◽  
Acid Base Titration ◽  
Post Test

This study aims to determine the improvement of students' conceptual understanding using guided inquiry models on acid-base titration material. This study used a one-group pretest-posttest design, using one group of subjects, conducted at SMA PGRI Bolo-Bima in class XI for the 2020/2021 school year. The results showed that the percentage of student completeness at the pretest was 20%, meaning that only 4 out of 20 students completed. While the post-test results are inversely proportional to the pretest results with the percentage of student completeness of 100% meaning that all 20 students are complete. The results of the analysis of student activity data were obtained through observations by two observers during learning activities, the percentage of the frequency of student activity that was most dominant performed by students was carrying out investigations (13.9%), listening to / paying attention to teacher explanations (10.5%), and conclusions. investigation results (9.20%). As well as the results of student responses obtained an overall average of 90% of students gave positive responses and as many as 10% gave negative responses. Based on the results obtained in this study, it can be concluded that the use of the guided inquiry learning model used can improve students' conceptual understanding of acid-base titration material. Keywords: Guided Inquiry and Concept Understanding

scholarly journals AKTIVITAS GURU DALAM PEMBELAJARAN MENGGUNAKAN INKUIRI TERBIMBING PADA MATERI EKOSISTEM DI KELAS X–E MAN 2 MODEL BANJARMASIN

2018 ◽  
Vol 10 (2) ◽  
pp. 205-217
Author(s):  
Almira Ulimaz
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Guided Inquiry ◽  
Research Subjects ◽  
Learning Cycles ◽  
Teacher Centered

Based on the results of preliminary observations in MAN 2 Model Banjarmasin  in the X-E class of the midterm test, there were 52% of students who had not yet reached the School Minimum Completion Criteria (KKM), where the KKM in this school was 75. The researcher chose this school as the object of research because generally learning is still teacher-centered, so students become less active in the process of teaching and learning activities (KBM), and learning has never been carried out using guided inquiry. To maximize teaching and learning activities that will impact on the increase in students learning outcomes which are expected to be above the KKM, teacher activities should be improved first. Therefore this research was carried out which aims to increase the activity of teachers in learning using guided inquiry in ecosystem material. This study is a Classroom Action Research (CAR) designed in 2 learning cycles, where each cycle consists of 2 meetings. The research subjects were students of class X-E MAN 2 Model Banjarmasin academic year2013/2014. The techniques of collecting data used were observation and questionnaire. The data obtained were analyzed qualitatively and quantitatively. The results of the study show that teacher activities can be improved by using a guided inquiry learning model.

scholarly journals Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Mind Map & Kooperatif Tipe Tgt terhadap Pemahaman Konsep Siswa

2019 ◽  
Vol 4 (2) ◽  
pp. 69-78
Author(s):  
Maria Paulin Saridewi
Keyword(s):  
Conceptual Understanding ◽  
21St Century ◽  
Teaching Method ◽  
Inquiry Learning ◽  
Learning Model ◽  
21St Century Learning ◽  
Guided Inquiry ◽  
Seventh Grade ◽  
Student Centered ◽  
Student Centered Learning

21st-century learning emphasizes the concept of student-centered learning, so that learning is more meaningful for students, because students are required not only to do the task but also to understand important concepts. However, the problem now faced is the still low understanding of students' concepts. One reason is the teacher teaching method that is still conventional. The learning model that is considered to improve students' conceptual understanding is guided inquiry with mind map and cooperative type TGT. The purpose of this study is to see the effect of guided inquiry learning model with a mind map and cooperative type TGT on understanding students' concepts. The subjects in this study were seventh-grade students of SMPK St. Yoseph Noelbaki. The data of the research results were analyzed by analysis of one-way variance and descriptive. The results showed that there was an effect of the implementation of a guided inquiry learning model with mind map and cooperative TGT type on students' conceptual understanding, with a probability value (sig.) Of 0.01 smaller than the alpha value of 0.05.

scholarly journals Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills

2019 ◽  
Vol 7 (3) ◽  
pp. 205 ◽  
Author(s):  
Muhammad Zaky
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.

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