Penerapan Lembar Kerja Peserta Didik Inkuiri Terbimbing  Terhadap Keterampilan Proses Sains Peserta Didik

Saidaturrahmi, Saidaturrahmi; Gani, Abdul; Hasan, Muhammad

doi:10.24815/jpsi.v7i1.13554

Cited by 19 publications

(16 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on these results, it can be seen that the application of the guided inquiry learning model can improve the ability of students' science process skills. This is in accordance with the results of research showing that there are significant differences in the improvement of science process skills between classes that using guided inquiry worksheets with classes that do not use worksheets guided inquiry (Saidaturrahmi, et al, 2019). Another research, conducted was found that there was significant difference in science process skills between the experimental class and the control class on material solubility and solubility product (Fitriyani, et al, 2017).…”

Section: Resultssupporting

confidence: 83%

Implementation of Practicum Worksheets Based on Guided Inquiry on the Topic of Colloids to Improve Students' Science Process Skills

Rahmawati*

Suhanda

Sabilla

et al. 2022

JIPI

View full text Add to dashboard Cite

Currently, a lot of learning focuses on cognitive achievement, which results in less involvement of students in learning. Whereas in the renewable curriculum students are required to have ability incognitive, affective and psychomotor. One of these psychomotor aspects is science process skills by applying inquiry model. This study aims to determine the effect of the implementation of guided inquiry-based practicum worksheets on colloid topics on students' science process skills. The research method used mixed research method research with concurrent triangulation designs. The research was conducted in Cimahi, involving 33 students of class XII and 5 validators consisting of two lecturers and three teachers. The research instruments were used self-assessment, observation sheets for practicum activities using guided inquiry-based worksheets, assessment of student worksheet’s assignments, and restricted-response essays. The enhancement of science process skills was calculated by the N-gain formula using pretest and posttest score and characterize into high, medium and low. The results showed that the improvement of student science process skills on the topic of emulsifiers was in the medium category with an N-gain value of 0.6. The implementation of the practicum using guided inquiry-based worksheets on the result of self-assessment obtained 82.0%, the results of observation obtained 82.9%, and the assessment of student’s assignment in the worksheets obtained 81.6% in which all in the very good category

show abstract

Section: Resultssupporting

confidence: 83%

Implementation of Practicum Worksheets Based on Guided Inquiry on the Topic of Colloids to Improve Students' Science Process Skills

Rahmawati*

Suhanda

Sabilla

et al. 2022

JIPI

View full text Add to dashboard Cite

show abstract

“…The normality test aims to determine whether the data is normally distributed or not, while the homogeneity test is to determine whether the sample comes from the same population or not (Nurhadisah, Halim, & Khaldun, 2014;Saidaturrahmi, Gani, & Hasan, 2019). The provisions of the normality test and homogeneity test are if the signifi cance value is less than 0.05 then the data is not normally distributed and not homogeneous, whereas if the signifi cance value is more than 0.05 then the data is normally distributed and homogeneous (Rachmah, Sunaryanto, & Yuniastuti, 2019;Nurhadisah et al, 2014;Sulman, Adlim, & Ilyas, 2015).…”

Section: Methodsmentioning

confidence: 99%

Mathematics for physics e-module: Students’ interest in physics education based on gender

Astalini

Astalini²,

Kurniawan³

et al. 2022

View full text Add to dashboard Cite

This study aimed to determine the differences in students’ interests in physics education at the University of Jambi towards using e-modules in physics-mathematics learning by observing the existence of gender differences. This study used a quantitative research method. The instrument used was student interest questionnaires. Furthermore, the data were analyzed using descriptive statistics and inferential statistics. The subjects of the study were 91 physics education students. The results of this study show that there are differences in students’ interests in the use of the physics-mathematical e-module in learning, namely the average student interest in the physics-mathematical e-module which female students best own, namely in class A with an average of 37.94, slightly higher than the average interest of male in class C, which is 35, 20. Differences in interests are caused by internal factors of these students, namely diligent and consistent behavior in learning. Female students are more diligent in studying than male students, so female students have a higher interest in learning than males

show abstract

“…This is reinforced by research by Rialdi & Juniar (2020) which states that there is a correlation between student learning outcomes and students' science process skills taught by the guided inquiry learning model with the contribution of learning outcomes to science process skills by 65%. Saidaturrahmi et al (2019) said that the relationship between science process skills and learning outcomes is influenced by a guided inquiry learning model because students in the learning process work independently so that the science process skills that exist in students can develop the potential that exists in them. In Figure 3, it can be seen that the percentage of science process skills using the guided inquiry learning model is 90.7% with excellent criteria because 85 KPS are 100 percent, while the conventional model is 76.9 with good criteria because 70 KPS are 85 percent.…”

Section: Science Process Skillsmentioning

confidence: 99%

The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material

Juniar

Sianipar²

2022

J. Pendidik. Kim

View full text Add to dashboard Cite

This study aims to determine the effect of the guided inquiry model on improving science process skills and learning outcomes of its correlation in chemistry. This research was conducted at SMA Negeri 1 Siantar Narumonda. The sample in this study consisted of two classes, each of which consisted of 30 students who were taught using guided and conventional inquiry learning models. The instruments used were multiple choice tests (Learning Outcomes), essay tests (Science Process Skills), student worksheets, and observation sheets on the implementation of science process skills. The results of the analysis obtained that the average gain of student learning outcomes who were taught using the guided inquiry learning model (0.789) was different from the conventional model (0.698) and the average gain of science process skills using the guided inquiry model (0.858) was different from the use of conventional learning models (0.789). Hypothesis testing using a two-party t-test for student learning outcomes and science process skills was obtained at 4.465 > 2.00172 and 7.051 > 2.0172. Thus, it was found that there was an influence of the guided inquiry learning model on student learning outcomes and science process skills. The correlation test showed that there was a correlation between learning outcomes and students' science process skills with an r count of 0.525 > 0.361 with a contribution of 27%.

show abstract

Penerapan Lembar Kerja Peserta Didik Inkuiri Terbimbing Terhadap Keterampilan Proses Sains Peserta Didik

Cited by 19 publications

References 3 publications

Implementation of Practicum Worksheets Based on Guided Inquiry on the Topic of Colloids to Improve Students' Science Process Skills

Implementation of Practicum Worksheets Based on Guided Inquiry on the Topic of Colloids to Improve Students' Science Process Skills

Mathematics for physics e-module: Students’ interest in physics education based on gender

The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material

Contact Info

Product

Resources

About