ABSTRAK: Melalui proses inkuiri dan belajar dengan melakukan (learning by doing), peserta didik dapat melatih keterampilan proses sains mereka sekaligus memperoleh pembelajaran yang bermakna. Berbagai penelitian telah menunjukkan bahwa belajar dengan melakukan (learning by doing) dan melalui proses inkuiri dapat meningkatkan hasil belajar peserta didik, termasuk hasil belajar kognitif dan ke-terampilan proses sains. Berdasarkan hasil observasi peneliti di sekolah, diketahui bahwa pembelajaran Biologi masih menekankan pada pembelajaran yang sifatnya konseptual, teoritis dan hafalan melalui buku serta masih berpusat pada guru (teacher-centered). Peserta didik tidak dibiasakan melakukan inkuiri ilmiah melalui eksperimen dan melatih keterampilan proses sains mereka. Akibatnya, hasil belajar mereka belum mencapai hasil yang memuaskan. Metode inkuiri terbimbing di-harapkan dapat mengatasi permasalahan ini. Oleh karena itu, tujuan dalam penelitian ini adalah untuk mengetahui pengaruh metode inkuiri terbimbing terhadap keterampilan proses sains dan hasil belajar Biologi peserta didik. Penelitian ini telah dilaksanakan di SMPN 3 Gunungsari dari bulan Januari sampai Maret 2014. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII tahun ajaran 2013/2014 yang terbagi dalam 5 kelas, kelas VIII A – kelas VIII E. Sampel ditentukan melalui teknik simple random sampling dan diperoleh kelas VIII A sebagai kelas eksperimen dan kelas VIII C sebagai kelas kontrol. Desain penelitian ini menggunakan nonequivalent control group design. Instrumen yang digunakan untuk mengukur keterampilan proses sains dan hasil belajar Biologi adalah tes pilihan ganda yang sudah valid. Data berupa nilai hasil belajar dan keterampilan proses sains dianalisis menggunakan uji-t pada taraf signifikansi 5%. Hasil penelitian menunjukkan:bahwa tidak terdapat perbedaan hasil belajar Biologi dan keterampilan proses sains yang signifikan pada kedua kelas. Dengan demikian dapat disimpulkan bahwa: metode inkuiri terbimbing memberikan pengaruh yang sama baiknya dengan metode ceramah bervariasi dan praktikum terhadap hasil belajar dan keterampilan proses sains peserta didik. Kata kunci:Metode Inkuiri Terbimbing, Keterampilan Proses Sains, Hasil BelajarABSTRACT: Students are capable to improve their skills in scientific process and to get meaningful learning both by inquiry learning and learning by doing. Many researches reported that learning by doing and inquiry learning could improve student’s achievements, including cognitive achievement and secientific process skills. It was observed that Biology learning at school still mainly emphasize on conceptual, theoritical, recitation learning through textbook and tend to be teacher centered. The students were unfamiliar to do scientific inquiry through experiment and train their scientific process skills. As a consequence, their learning achievement still unsatisfied. Guided inquiry method is expected can overcome this problem. Therefore, the aim of this research is to examine the effect of guided inquiry method on student’s scientific process skills and Biology learning achievement. This research was conducted in SMPN 3 Gunungsari from January to March 2014. Population of this study were all students at grade VIII of academic year 2013/2014 which divided into five classes, VIII A – VIII E. Samples were determined by simple random sampling technique and obtained VIII A as experimental class and VIII C as control class. Research design was nonequivalent control group design. Instrument to measure both student’s scientific process skills and Biology learning achievement was a valid multiple choices test. Data of students’s Biology learning achievement and scientific process skills were analyzed by using t-test formula at level of significant 5%. Results showed that students’s Biology learning achievement and scientific process skills in both classes were not significantly different. Therefore, it can be concluded that effectiveness of expository and experiment method is as good as guided inquiry method on students’s Biology learning achievement and scientific process skills. Key words:Guided Inquiry Method, Science Process Skills, Learning Achievement
Application and evaluation of biology laboratory experiments with computer-based digital experimental tools
