Penerapan Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) terhadap Keterampilan Proses Sains Peserta Didik di SMK Negeri 02 Manokwari

Rismawati, Rismawati; Sinon, Iriwi L.S.; Yusuf, Irfan; Widyaningsih, Sri Wahyu

doi:10.31849/lectura.v8i1.267

Cited by 9 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The application of a Guided Inquiry model able to improve student learning outcomes compared to Direct Instruction model. The results of other studies indicate that the Guided Inquiry learning model is influential to improve student's science process skills (Artayasa et al 2017;Prayitno et al 2017;Irwanto et al 2018;) and may improve students' science process skills compared to Direct Instruction model (Rismawati et al 2017). In this study, these both models will be compared to find the best result.…”

Section: Introductionmentioning

confidence: 92%

The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

Juniar

Fardilah

2019

JPKim

View full text Add to dashboard Cite

This study aimed to determine differences of students' learning outcomes and science process skill which taught by using the guided inquiry model and direct instruction where both models were integrated with practicum on the topic of colligative nature of electrolyte solutions. The population in this study were all students of class XII MIA Binjai SMA 5 consisting of 6 classes. The sample was determined by purposive sampling technique, which taking 2 classes: XII MIA-1 (as the experimental class-I) applied Guided Inquiry learning model and XII MIA-2 (as the experimental class-II) applied Direct Instruction where both were practicum integrated. This study was conducted using the Quasi Experimental design with nonequivalent group pretest-posttest design. Data collection was done for pre-test and post-test by using twenty items of multiple choices instruments which were valid and reliable for learning outcomes, meanwhile six items valid essay test for science process skill. The results showed that there were differences in the average value of learning outcomes and science process skill with the values of each tstatistics > ttable namely 7.082 > 2.0345 and 8.76 > 2.0345, while the difference in the average value of activities and attitudes of student learning during the learning process in the experimental classes I and II were 90.21 (very good) and 79.87 (good) and 88.54 (very good) and 77.43 (good). Based on the results of the questionnaire analysis, students agreed that Guided Inquiry model able to facilitat e them in understanding the topic of colligative nature of electrolyte solutions because they could design their own experiments in practical activities.

show abstract

Section: Introductionmentioning

confidence: 92%

The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

Juniar

Fardilah

2019

JPKim

View full text Add to dashboard Cite

show abstract

“…4) Aksi : tindakan yang dipilih sesuai dengan nilai -nilai karakter jujur, peduli, tangguh dan berintegritas. 5) evaluasi : adalah proses penilaian yang terencana, sistemik, terarah berdasarkan tujuan yang jelas sehingga mendapatkan kemajuan (Rismawati, Sinon & Yusuf, 2017).…”

Section: Pendahuluanunclassified

Meningkatkan Hasil Belajar Sosiologi Melalui Kardi Pinter

Noeryanti

2020

Teknodika

View full text Add to dashboard Cite

The pupose of this action research is help students to achive higher score and develop their character and ability to adapt and solve the problems. Kardi Pinter stands for cards, discussion and guided inqury. The teacher explain the material so that students can guess the material explained by teacher to have a correct understanding in terms that are introduced. Project assigment begin by looking at enviromental potential and create new innovations. Student projects assigments to obtain an analysis enhanced through joint project in a group by using RRA method : transect, social mapping, problem three analysis, foccused group discussion. Kardi Pinter learning outcomes generate enthusiasm in caring for environment and learning achievement significantly.Kardi Pinter has been able to improved students achievement to have complrtion value by 65%.There fore replication of Kardi Pinter model learning is feasible to be done as a solution to improve student learning with the same conditions as class XII C.

show abstract

“…Dengan demikian metode tanya jawab ini dapat diterapkan dalam pembelajaran, yang disarankan dengan memberikan pertanyaan berbentuk objektif dan diterapkan pada tahapan-tahapan model pembelajaran inkuiri terbimbing. Sehingga siswa dapat belajar berorientasi pada bimbingan dan petunjuk dari guru dalam memahami konsep pembelajaran [3].…”

Section: Pendahuluanunclassified

Pengembangan Media Pembelajaran Powerpoint Interaktif berbasis Inkuiri Terbimbing pada Materi Reaksi Redoks Kelas XII SMA/MA

Mumri

Aini

2019

Edukimia

View full text Add to dashboard Cite

The 2013 curriculum is implemented in senior high school, emphasizing the scientific approach. Learning model that is able to make students active and can develop science process skills is guided inquiry. Guided inquiry consists of several syntax that can guides students in learning process, consisting of orientation, exploration, concept formation, application, and closing. Students are guided by key questions related to redox reaction material of class XII SMA/MA which is applied in instructional media in the form of interactive powerpoints. The type of this research was reseach and development with 4-D models. Powerpoint interactive validity testing is carried out by 3 chemistry lecturers at FMIPA UNP and 2 chemistry teachers at SMAN 14 Padang, the powerpoint interactive have an average kappa moments 0.91 which is very high level of validity. While the module practicality test is by 3 chemistry teachers and 25 XII grade IPA at SMAN 14 Padang, the average kappa moment from the results of practicality test of the module by the teachers is 0.93 and by the student is 0.90 with very high category. From the research can be concluded that interactive powerpoint is valid and practical

show abstract

Penerapan Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) terhadap Keterampilan Proses Sains Peserta Didik di SMK Negeri 02 Manokwari

Cited by 9 publications

References 0 publications

The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

Meningkatkan Hasil Belajar Sosiologi Melalui Kardi Pinter

Pengembangan Media Pembelajaran Powerpoint Interaktif berbasis Inkuiri Terbimbing pada Materi Reaksi Redoks Kelas XII SMA/MA

Contact Info

Product

Resources

About