Pengembangan Perangkat Pembelajaran Model Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar Siswa Sekolah Menengah Pertama

Diawati, Susilo Mei; Kardi, Soeparman; Supardi, Zainul Arifin Imam

doi:10.26740/jpps.v6n1.p1130-1139

Cited by 2 publications

(2 citation statements)

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“…According to Table 3, it could be seen that learning with a guided inquiry model could increase student learning results in the cognitive aspect, represented by student N-gain scores that exceed 70% or 0.7. This finding is also supported by Hakim et al [10] and Diawati et al [17]. This research also used the Anova test to discover that students' understanding increases consistency between class and another on dynamic fluid material.…”

Section: Student Learning Resultssupporting

confidence: 72%

Development of Physics Learning Instrument using Guided Inquiry Model as Effort to Increase Student Learning Result on Dynamic Fluid Learning Material at Senior High School

Sumo

Jatmiko

Supardi

et al. 2022

J. Phys.: Conf. Ser.

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This study intends to generate a valid, practical and effective guided inquiry model of Physics learning instruments to increase the results of senior high school students. The learning material was developed based on Kemp with steps: 1) topic and goal, 2) student characteristics, 3) study goals, 4) content, 5) preliminary research, 6) source of learning activities, 7) support service, 8) evaluation. The instrument was tested to eleven grades eleven in the second semester with a pre-experimental one-group pretest-posttest design. Study data was collected through observation, tests and questionnaires. The study revealed that revised learning instruments were valid. Practicability level of learning instrument based on lesson plan practicability were in good category and fulfill the guided inquiry model syntax. Instrument effectiveness could be seen from an Increase in student ability in concept understanding, as shown by N-gain with a high category in 0.81 value; Positive students respond to learning instrument and learning activity, in which 96% responded positively, and 4% responded negatively. Based on the study finding, it was concluded that student learning results shown by student concept comprehension, psychomotor skill, and character that consist of discipline and responsibility increased upon the implementation of learning instrument developed by the guided inquiry model on dynamic fluid learning material. This research implies that the development of physics learning tools will have a positive impact on increasing students' abilities in learning physics on dynamic fluid topics.

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Section: Student Learning Resultssupporting

confidence: 72%

Development of Physics Learning Instrument using Guided Inquiry Model as Effort to Increase Student Learning Result on Dynamic Fluid Learning Material at Senior High School

Sumo

Jatmiko

Supardi

et al. 2022

J. Phys.: Conf. Ser.

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show abstract

“…Therefore the existence of inquiry learning tools to train science process skills for teachers is important. Teachers must use inquiry in science learning to help students conduct investigations (Diawati et al, 2016) and to practice process skills (Sulistyorini et al, 2016).This study aims to validate the inquiry learning device developed to train science process skills. Inquiry learning tools have been validated by experts, so they can be used in classroom learning.…”

Section: Introductionmentioning

confidence: 99%

Inquiry Learning Tools to Train Science Process Skills at The Junior High School Level

Patonah

Nuvitalia

Saptaningrum

et al. 2020

J. penelitian. pendidik. sains

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Inquiry is a core of science learning. One of the factors of success in learning in the classroom is determined by the existence of learning tools that are appropriate to the learning objectives. This study aims to determine the extent of the feasibility of inquiry learning devices at the junior high school level to drive science process skills. The research method uses descriptive quantitative. Data analysis was performed on the results of the validator using content validity. As 2 expert validators came from 2 different colleges and one from school practitioners. Validated learning tools consist of lesson plan, teaching materials, and assessment. Lesson plan developed using inquiry learning model with OMGVA syntax (observation-manipulation-generalization-verivication-application). Validation method uses the Aiken model. The results obtained show that all learning devices are valid with a range of 0.8 and 1 values, meaning that inquiry learning devices can be used to train process skills in junior high school level.

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Pengembangan Perangkat Pembelajaran Model Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar Siswa Sekolah Menengah Pertama

Cited by 2 publications

References 0 publications

Development of Physics Learning Instrument using Guided Inquiry Model as Effort to Increase Student Learning Result on Dynamic Fluid Learning Material at Senior High School

Development of Physics Learning Instrument using Guided Inquiry Model as Effort to Increase Student Learning Result on Dynamic Fluid Learning Material at Senior High School

Inquiry Learning Tools to Train Science Process Skills at The Junior High School Level

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