Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Siswa  Pada Konsep Larutan Elektrolit Dan Nonelektrolit

Dijaya, Arisna Oktavia; Pitasari, Ratih; Kurniasih, Siti

doi:10.15575/jtk.v3i2.3597

Cited by 8 publications

(7 citation statements)

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“…• Student responses to learning were positive because the majority agreed with the application of learning using student worksheets. (Dijaya et al, 2018) The research subjects were students of SMA Negeri 10 Bandung class X IPA-IV.…”

Section: Authors (Years) Sample Characteristicsmentioning

confidence: 99%

Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning

Mazidah,

Widodo,

Tukiran

2023

Stud. Philos. Sci. Educ.

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Research was conducted to describe and analyze the implementation of guided inquiry model of science learning in Indonesia. This research method uses qualitative methods with using secondary data. The sample in this research is 24 articles published in international and national journals. Based on the analysis of 24 articles on science learning using Interactive E-module with guided inquiry model in Indonesia, it can be seen that the guided inquiry model has a positive impact on student learning outcomes, it can improve students' critical thinking skills, students' science process skills, students' scientific literacy, aspects of problem solving skills, and also students' understanding of concepts. Based on that articles published exactly optimal it able combine with media or other methods example for interactive e-module, students won't be confused if they get the instruction from the teacher, and it require a lot of preparation and learning duration. Based on a literature review on the implementation of guided inquiry-based modules in 2016-2022 that has been implemented, it can be concluded that the guided inquiry model has a positive impact on science learning. Therefore, now researchers developed an interactive e-module based on guided inquiry in science learning to improve science process skills.

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Section: Authors (Years) Sample Characteristicsmentioning

confidence: 99%

Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning

Mazidah,

Widodo,

Tukiran

2023

Stud. Philos. Sci. Educ.

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“…Sunetri (2021) that the use of an inquiry learning model can increase the learning activities of class XI MIPA 4 students at SMA Negeri 2 Mengwi. Dijaya et al (2018) that student activity in the application of guided inquiry learning to the concept of electrolyte and non-electrolyte solutions has increased.…”

Section: Figure 2 Students' N-gain Achievementmentioning

confidence: 99%

“…Hadi & Rasmawan (2016) say that the application of inquiry-based learning models can strengthen students' scientific work skills and understanding of students' concepts. The research results of Dijaya et al (2018) show that student performance in the application of guided inquiry learning to the concept of electrolyte and non-electrolyte solutions has increased. The same result by Sunetri (2021) shows that the use of an inquiry learning model can increase the performance of students in class.…”

Section: Introductionmentioning

confidence: 99%

Can the Ethnoscience-Based Inquiry Learning Model Improve Students’ Science Process Skills?

Saija,

Tahya

2023

MJoCE

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This study aims to determine the increase in students' science process skills by applying an ethnoscience-based inquiry learning model to colloid system material from a public high school in West Seram. The type of research used is descriptive-quantitative. The sample used in this research was 30 students in class XI IPA. Data collection techniques in this study were test techniques in the form of a pre-test and a post-test. The results showed that the application of the ethnoscience-based inquiry learning model succeeded in improving students' science process skills, with an increased score calculated based on the results: the average value before learning was 26.29 and increased after learning with an average value of 80.50. The average value of N-gain is 0.74, indicating an increase in students' science process skills in the high category. Encouraging chemistry teachers to explore other ethnosciences to teach colloid systems is necessary.

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“…Student activities during the learning process can be a parameter of the quality and success of learning. Relevant and fun learning will make students active in building concepts that can improve students' skills [18]. Observations of student activities are carried out every three minutes to determine whether students practice analyzing and carrying out relevant activities in the learning.…”

Section: Student Activitymentioning

confidence: 99%

Guided inquiry learning model application to train the students analysis skills on factors that affect reaction rate materials

Firmanda

Novita

2022

J. Pijar MIPA

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The study aims to describe the applicability of learning model implementation, student activities, learning outcomes, students' analytical skills, and student responses with guided inquiry learning models application. The method used is one group pretest-posttest design with 24 students of XI IPA class. Research shows that (1) quality guided inquiry learning percentage during two meetings is 94.44% and 95.75%, respectively. (2) relevant student activity has an average percentage of 94.64%. (3) student learning outcomes in the factor that affects reaction rate material increases with n-gain scores obtained 83.68% in the high category. (4) the results of student analytical skills on each component with a high category n-gain score are element analysis was 95.83%, relationship analysis was 58.33%, and analysis of organizational principles was 79.17%. (5) the student response had very good category results with a percentage of 98.61%.ÃÂ

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Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Siswa Pada Konsep Larutan Elektrolit Dan Nonelektrolit

Cited by 8 publications

References 0 publications

Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning

Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning

Can the Ethnoscience-Based Inquiry Learning Model Improve Students’ Science Process Skills?

Guided inquiry learning model application to train the students analysis skills on factors that affect reaction rate materials

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