MANFAAT METODE INQUIRY TERHADAP PENGAMATAN HASIL PRAKTIKUM LAS LISTRIK DI LABORATORIUM MANUFAKTUR POLITEKNIK META INDUSTRI CIKARANG

ABSTRACTThe purpose of this study was to determine student achievement in the manufacturing process subject before giving treatment, to determine student achievement in the manufacturing process course after treatment, to determine whether there was an effect of the inquiry method on student achievement in the manufacturing process course and to find out whether there is a difference in learning achievement after treatment on the use of the inquiry method and the demonstration method. The type of research conducted by the researcher is Quasi Experiment. The research design used is Non Equivalent Control Group Design. The subjects of this study were third semester students (Industrial Engineering) at the Cikarang Industrial META Polytechnic. Data collection techniques were carried out through objective tests, observations of the welding process and assessment of welding results with performance. The results showed that the learning achievement of electric arc welding subjects before being given treatment in the control group and the experimental group had the same initial ability and the data results showed that there were still many students who had not finished. Learning achievement after being given treatment increased in both the control group and the experimental group. After learning with the inquiry method there is an influence on student learning achievement. Besides the effect, there are also differences in learning achievement after being given treatment, namely by comparing the results of the pretest and post-test, after the application of the demonstration method the test results have a significant percentage difference. Keywords: Inquiry Method, Learning Achievement, Electric Arc Welding ABSTRAKTujuan dari penelitian ini adalah untuk mengetahui prestasi belajar mahasiswa pada mata kuliah proses manufaktur sebelum pemberian perlakuan, mengetahui prestasi belajar mahasiswa pada mata kuliah proses manufaktur setelah pemberian perlakuan, mengetahui ada tidaknya pengaruh metode inquiry terhadap prestasi belajar mahasiswa pada mata mata kulaih proses manufaktur dan mengetahui ada tidaknya perbedaan prestasi belajar setelah perlakuan pada penggunaan metode inquiry dan metode demonstrasi. Jenis penelitian yang dilakukan oleh peneliti adalah Quasi Eksperimen. Desain penelitian yang digunakan adalah Non Equivalent Control Group Design. Subjek penelitian ini adalah mahasiswa semester III (Teknik Industri) di Politeknik META Industri Cikarang. Teknik pengumpulan data dilakukan melalui tes objektif, observasi terhadap proses pengelasan dan penilaian hasil las dengan unjuk kerja. Hasil penelitian menunjukkan bahwa prestasi belajar mata pelajaran las busur listrik sebelum diberikan perlakuan pada kelompok kontrol dan kelompok eksperimen memiliki kemampuan awal yang setara dan hasil data menunjukkan masih banyak mahasiswa yang belum tuntas. Prestasi belajar setelah diberikan perlakuan mengalami kenaikan baik pada kelompok kontrol maupun kelompok eksperimen. Setelah pembelajaran dengan metode inquiry terdapat pengaruh pada prestasi belajar mahasiswa. Selain pengaruh terdapat juga perbedaan prestasi belajar setelah diberikan perlakuan yaitu dengan membandingkan hasil pretest dan post-test, setelah penerapan metode demonstrasi hasil tes memiliki persentase perbedaan yang cukup berarti .Kata kunci: Metode Inquiry, Prestasi Belajar, Las Busur Listrik

Proactive measures to eradicate Malaysia’s poverty in IR4.0 era: a shared prosperity vision

Background: In the country’s shared prosperity vision, Malaysia aspires to uplift the bottom 40% household income group (B40) by addressing wealth and income disparities. By 2030, the nation seeks to eradicate poverty through the provision of employment opportunities and career progression plans. A grey area between the nation’s aspirations and actions in practice can be observed because the goals have not been achieved despite numerous efforts aimed at the upliftment of the B40 group. The nation is still way behind its targeted outcomes despite various policies being implemented, which could be attributed to the mismatch between government policies and that of organisational practice. Thus, this study explores the rationale of strategic government intervention in managing B40 talent in the IR4.0 era. Methods: A general qualitative inquiry method that used 11 semi-structured interviews was carried out with representatives of Malaysia’s policy makers’, training providers, and trainees. All Interview questions centred around measures, importance and outcomes of B40 youth training from a multi-stakeholder perspective. Data were thematically analysed in five stages using NVivo. Results: Training, which includes IR4.0 era digital skills, is the key to uplifting the B40 youth to eradicate poverty. Proactive measures are imperative in the success of B40 youth training towards poverty eradication. Conclusions: This study contributes to the existing literature and helps practitioners by addressing the current gap in Malaysia’s aspirations versus organisational practice. Stakeholders should formulate proactive strategies to ensure that the right trainees are matched with the right training providers and government policies. A linkage between government policies and industry requirements needs to be established as opposed to the present discontinuity. A structured training needs analysis should be applied through a collaboration between industries and governments. Then, B40 individuals commonly found in lower-level positions can be pooled into the career pathway towards a shift into M40.

The Development of Learning Material Model in Writing Scientific Papers by Using Guided Inquiry Method at Universitas PGRI Sumatera Barat

This research is motivated by the difficulties of students in determining the topic of scientific writing, difficulties in conveying ideas and limitations of references. This study aims to develop a learning model for writing scientific papers using the guided inquiry method. This type of research is development research. This study uses a 4-D development research design. The results of this study are as follows: (1) the material for writing scientific papers is difficult because students do not understand the concept of Scientific Writing. (2) in developing scientific work students do not yet know the systematics of scientific writing and students often make ineffective sentences (3) students really need freedom in determining writing topics and ideas (4) most students need the concept of learning to write scientific papers, (5) most students need lecturer guidance in their writing, (6) most students need systematic scientific work concepts, (7) most students need lots of references to write scientific papers. Based on the analysis of student needs, it is necessary to develop a Guided Inquiry-Based Scientific Writing Textbook that provides opportunities for students to find their own concept of learning to write scientific papers. Through Guided Inquiry, students are trained to think critically with teacher guidance.

21ĀM NŪṞṞĀṆṬUK KALVIYIL CINTAṈAIT TŪṆṬAL KAṞPITTAL MUṞAI [THE INQUIRY METHOD IN 21ST CENTURY EDUCATION]

The Inquiry Method in 21st century Education is a fun teaching method where students can express themselves freely. Characteristics of this method are submitting problems, allowing all students to comment, and then evaluating the answer. This learning approach, which is diagnostic through questions. Hence the attitude of students engaging in learning on their own. In this way students are able to focus fully on the curriculum as they act with a research mindset. The thinking process involves step-by-step problem finding, observing and describing problems, preparing questions, analyzing the answers to the questions, sharing the solution, and compiling. The Inquiry Method in teaching is students centred which stimulates thinking and research attitudes, fosters creativity and lead to sustainable learning.

Application of Scientific Guided Inquiry Assisted Video Analysis Tracker to Improve Science Generic Skills

The study was done to identify the generic science skill improvement through guided scientific inquiry method video tracker analysis based. The method used in this study was quantitative pretest-posttest control group design. The samples of this were 52 students of the Physics Education Program of STKIP SoE. The instrument used in this study was a generic science skill test instrument on kinetic learning materials. The data analysis technique used was a t-test independent sample. The result of the study showed that students who learned guided scientific inquiry method video tracker analysis based were better than those who learned using the conventional method. This happened because the students were allowed to do the experiment that make the student freely understands generic science skill, thus making the learning process more interesting and meaningful. Therefore, it was suggested to use this method (guided scientific Inquiry method video tracker analysis based) in the process of learning in the classroom.

PENGEMBANGAN PENDIDIKAN AGAMA ISLAM MENGGUNAKAN METODE INQUIRY

This study aims to develop learning for Islamic education subjects based on reasoning and problem solving. The inquiry method is reasoning-based learning and problem solving that should be actualized in order to develop Islamic education learning, because Islamic education is in a strategic position in the formation of a complete human being to develop reason, knowledge, intelligence, skills, noble character, and personality. Based on the challenges of the times, Islamic Religion teachers are expected to have new innovations related to their learning. Meanwhile, in the community itself, there are many criticisms aimed at the implementation of Islamic religious learning, because it tends to memorize, and lacks reasoning. In fact, many studies show that, Islamic education are just secondary subjects that are not important. In the end, this study found that the inquiry method stimulates students to think, analyze a problem, and find a solution. Inquiry learning emphasizes the development of cognitive, affective and psychomotor aspects in a balanced manner which can provide space for students to learn according to their style. ABSTRAKPenelitian ini bertujuan untuk melakukan pengembangan pembelajaran bagi mata pelajaran Pendidikan Agama Islam berbasis penalaran dan pemecahan masalah. Metode inquiry adalah pembelajaran berbasis penalaran dan pemecahan masalah yang seharusnya diaktualisasikan dalam rangka mengembangkan pembelajaran Pendidkan Agama Islam. Pasalnya, Pendidikan Agama Islam berada di tempat strategis dalam pembentukan manusia secara utuh untuk mengembangkan akal, pengetahuan, kecerdasan, keterampilan, akhlak mulia, dan kepribadian. Di tengah tantangan zaman, guru Agama Islam diharapkan memiliki inovasi-inovasi baru terkait dengan pembelajaran. Sementara itu, di tengah masyarakat sendiri masih banyak kritik-kritik yang ditujukan pada pelaksanaan pembelajaran agama Islam, karena cenderung pada hafalan, dan kurang penalaran. Bahkan, banyak penelitian menunjukkan bahwa, mata pelajaran pendidikan Agama Islam hanyalah mata pelajaran sampingan yang tidak penting. Pada akhirnya, penelitian ini menemukan bahwa, metode inquiry merangsang murid untuk berpikir, menganalisa suatu persoalan, hingga menemukan pemecahannya. Inquiry learning menekankan kepada pengembangan aspek kognitif, afektif dan psikomotor secara seimbang yang dapat memberi ruang kepada siswa untuk belajar sesuai gaya mereka.

Rethinking farmer knowledge from soil to plate through narrative inquiry: An agroecological food systems perspective

This paper illustrates how farmer knowledge is generatively constructed and framed within an agroecological context to address the complexities of our food system more fully. For some, farmer knowledge is a hidden asset below the surface that acts as a reserve for sustaining and fortifying food system possibilities. We interviewed 12 self-identified smallholder farmers in Virginia using narrative inquiry as a dynamic methodology to explore the rhizomatic quality and mycorrhizal nature of smallholder farmers’ knowledge and experiences of soil, conservation, and place. The narrative inquiry method offered a participatory research approach to analyze how farmers perform their work in ways that extend across and are entangled with other domains of the food system that reflect agroecological values. Five primary themes were identified from the narrative inquiry data analysis by drawing upon the whole measures of community food systems as a values-based framework. Our findings illustrate how farmer praxis is reflective of and influenced by the ecological and sociopolitical ethos of land, food, health, and liberation. For scholar-practitioners, this research emphasizes the current claim for reevaluating and reconceptualizing research and outreach responses to mounting food system crises. The construction and expansion of farmer knowledge are not linear but rhizomatic and mycorrhizal in quality; therefore, scholar-practitioner responses to understanding and engaging with farmer knowledge systems should be amenable to a diversity of culturally dynamic sys­tems of knowing that embody socio-eco relations and networks. Like others, we argue that an over­emphasis on essentialist “best practices” and tech­nocratic problem-solving does not adequately help us see these generative possibilities from soil to plate. Thus, we recommend that food system practitioners and researchers emphasize engaged listening, storytelling, and generative—not extrac­tive—approaches as an epistemological frame for expanding our understanding of agroecology and food systems change.

INCREASING LEARNING OUTCOMES THROUGH THE INQUIRY METHOD

This study aims to determine the improvement of learning outcomes after learning with the inquiry learning model is carried out. This research method uses Classroom Action Research with two cycles with steps, namely planning, implementing actions, observing, and reflecting. The subjects of this study were MA Darul Falah Sumber Gempol Jawab Timur students. The data collected is the result of observing the implementation of learning and learning outcomes tests. Data analysis used descriptive quantitative techniques. The results of the study stated that the learning outcomes with classical completeness cycle I: 45.45%, cycle II: 90.90%. The data obtained show that the inquiry learning model can improve student learning outcomes in material about living a noble life by respecting parents.

Proactive measures to eradicate Malaysia’s poverty in IR4.0 era: a shared prosperity vision

Background: In the country’s shared prosperity vision, Malaysia aspires to uplift the bottom 40% household income group (B40) by addressing wealth and income disparities. By 2030, the nation seeks to eradicate poverty through the provision of employment opportunities and career progression plans. A grey area between the nation’s aspirations and actions in practice can be observed because the goals have not been achieved despite numerous efforts aimed at the upliftment of the B40 group. The nation is still way behind its targeted outcomes despite various policies being implemented, which could be attributed to the mismatch between government policies and that of organisational practice. Thus, this study explores the rationale of strategic government intervention in managing B40 talent in the IR4.0 era. Methods: A general qualitative inquiry method that used 11 semi-structured interviews was carried out with representatives of Malaysia’s policy makers’, training providers, and trainees. All Interview questions centred around measures, importance and outcomes of B40 youth training from a multi-stakeholder perspective. Data were thematically analysed in five stages using NVivo. Results: Training, which includes IR4.0 era digital skills, is the key to uplifting the B40 youth to eradicate poverty. Proactive measures are imperative in the success of B40 youth training towards poverty eradication. Conclusions: This study contributes to the existing literature and helps practitioners by addressing the current gap in Malaysia’s aspirations versus organisational practice. Stakeholders should formulate proactive strategies to ensure that the right trainees are matched with the right training providers and government policies. A linkage between government policies and industry requirements needs to be established as opposed to the present discontinuity. A structured training needs analysis should be applied through a collaboration between industries and governments. Then, B40 individuals commonly found in lower-level positions can be pooled into the career pathway towards a shift into M40.