Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar IPA Siswa Sekolah Dasar

Abstract

PENDAHULUANProses pembelajaran Ilmu Pengetahuan Alam menekankan pada pemberian pengalaman langsung untuk mengembangkan kompetensi agar menjelajahi dan memahami alam sekitar secara ilmiah. Pembelajaran Ilmu Pengetahuan Alam sebaiknya dilaksanakan secara inkuiri ilmiah (scientific inquiry) untuk menumbuhkan kemampuan berpikir kritis, bekerja dan bersikap ilmiah serta mengkomunikasikannya sebagai aspek penting kecakapan hidup. AbstractThis research aims to determine the application of guided inquiry learning model to improve students learning outcomes of class II in SDN Keper Krembung. Science lesson in class II of SDN Keper Krembung can be found that, students still learn individually, lack of cooperation between students and teachers, and the teachers also less provide an opportunity to the students to find their own concepts in learning science. This research was conducted in SDN Keper Krembung with the subject class II consist of 24 students. The research design is classroom action research (PTK) developed by Kemmis & Mc. Taggart, includes four stages: 1) planning, 2) acting and observing, 3) reflecting and 4) revise plan. While the instrument used was a test sheet. The results shows that the application of guided inquiry learning model toward energy sources learning in class II of SDN Keper Krembung can be performed well, in two cycles with the first cycle and the second cycle. From the analysis of data obtained an average student learning outcomes has increased from the first cycle to the second cycle of 7.28 (10.72%) with an increase of 22.23% completeness study. Thus that the second cycle can be declared successful and proved that application of guided inquiry learning model is able to improve student learning outcomes in class II of SDN Keper Krembung.

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

“…The low learning outcomes in the experimental class II due to the learning process which still applying direct learning model (Direct Instruction), in which the teacher is still the center of learning by demonstrating practical activities, consequently most students become bored in learning because they cannot actively find concepts through experimental activities simple (practicum). This is in line with the research conducted by Wulandari (2016) which concluded that learning with the Guided Inquiry model on the Colligative Characteristics of the Solution can improve the learning outcomes of TKJ-I students in Way Kanan High School by 88.89% with complete and very good categories. This is because in Guided Inquiry learning students are required to be active to think critically, find problems with reasoning, and develop knowledge independently so that it will be more embedded in the mind and more remembered by students.…”

Pengaruh Model Pembelajaran Inkuiri Terbimbing (Guide Inquiry) Berbantuan Media Power Point Terhadap Kemampuan Berpikir Kritis Siswa

“…Dalam penelitian ini berpikir kritis pada kelas eksperimen lebih baik daripada kelas kontrol, karena kelas uji coba diterapkan model pembelajaran inkuiri terbimbing berbantuan media power point yang memungkinkan siswa bisa bertukar ide-ide, bertukar pikiran, dan saling mengemukakan pendapat, sehingga berpikir kritis siswa bisa meningkat. Hal tersebut ditunjang dari opini Wulandari (2016) Berdasarkan hasil analisis dan kajian penelitian yang relevan, penggunaan metode inkuiri terbimbing berbantuan media power point memberikan kontribusi yang baik bagi keterampilan berpikir kritis siswa dalam mata pelajaran di MA Al-Aziziyah Putri. Dengan bermetodekan inkuiri terbimbing, siswa dapat berperan aktif, belajar secara mandiri untuk memecahkan suatu masalah maka keterampilan berpikiran kritis siswa dapat meningkat.…”

Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

“…Learning science in elementary schools is one of the subjects that has a high level of difficulty (Laeli et al, 2020). Furthermore, (Wulandari, 2016) said that learning science can make students think critically. Thus, science learning in elementary schools is taught at a high level of conceptual understanding.…”