Peningkatan Keterampilan Proses Sains Siswa Melalui Pendekatan Inkuiri Terbimbing

Juhji, Juhji

doi:10.30870/jppi.v2i1.419

Cited by 61 publications

(59 citation statements)

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“…Peer instruction along with concept questions and discussion between partners will help students in groups to relate the result of lab work with the learning concept implemented that it will ease them to apply the concept through decision making. The answers of concept test found by students themselves will be kept in their memory for a long time (Juhji, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

Pratiwi

Hudha

Asri

et al. 2019

Momentum: Physics Education Journal

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The aim of the research is to find out the difference in science process skill and learning achievement between students who are taught using guided inquiry model integrated with peer instruction and conventional method in VII students in one of the junior high schools in Malang. The method used is quasy-experimental with only post-test group design. The sample was selected using purposive sampling technique, from the 10 population of VII grade students; the researchers selected two classes which were considered to have the same initial skill with total 32 students in each class to be the experimental class and the control class. Instruments used were the observation sheets to measure the science process skill and the test of multiple choices to measure the learning achievement. The researchers gained average score of 81 for science process skill in experimental class and 58 in control class, while the average score of 77.8 for learning achievement in experimental class and 71.3 in control class as the result of the data analysis. The hypothesis test used T-test, that was the independent sample T-test on Microsoft excel by looking up the score of Ttable on the rate of sig 0.05 for the science process skill and it gained Tcount > Ttable (18.846 > 1.669), while the learning process gained Tcount > Ttable (8.465 > 1.669). It was concluded that the guided inquiry model integrated with peer instruction can improve student's science process skill and learning achievement compared to conventional method.

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Section: Discussionmentioning

confidence: 99%

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

Pratiwi

Hudha

Asri

et al. 2019

Momentum: Physics Education Journal

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“…Pendidikan merupakan sebuah dasar untuk menggali ilmu pengetahuan yang seharusnya dipandang sebagai sebuah proses. Pendidikan ditujukan untuk mengembangkan potensipotensi serta keterampilan yang dapat digunakan dalam menjalani hidup di masyarakat, agar menjadi manusia beriman dan bertaqwa kepada Allah Yang Maha Esa, berakhlak mulia, berilmu, kreatif, dan mandiri (Juhji, 2016).…”

Section: Pendahuluanunclassified

Analisis Keterampilan Proses Sains Peserta Didik Pada Materi Laju Reaksi Melalui Model Pembelajaran Bounded Inquiry Laboratory

2019

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Penelitian ini bertujuan untuk mengetahui keterampilan proses sains (KPS) peserta didik pada setiap indikator dan mengetahui persentase peserta didik yang memiliki tingkat keterampilan proses sains pada setiap kategori kemampuan (tinggi, sedang, dan rendah) pada materi laju reaksi dengan model pembelajaran Bounded Inquiry Laboratory. Penelitian ini menggunakan metode mixed methods research dengan teknik purpossive sampling, dimana kelas yang diteliti yaitu XI IPA 2 di SMAN 16 Pekanbaru. Data diperoleh melalui tes dan lembar observasi. Instrumen penelitian yang digunakan adalah tes keterampilan proses sains berupa soal uraian (essay) dan lembar observasi. Hasil penelitian menunjukkan bahwa secara keseluruhan keterampilan proses sains peserta didik dalam kategori cukup dengan persentase 57.94%. Dari sepuluh indikator yang dianalisis, indikator mengamati memiliki persentase paling tinggi yaitu 76.47% dan indikator berhipotesis memiliki persentase paling rendah yaitu 36.76%. Adapun peserta didik yang memiliki keterampilan proses sains dengan kategori tinggi yaitu sebanyak 9%, kategori sedang 35%, dan kategori rendah sebanyak 56%. Hasil penelitian ini diharapkan dapat membantu guru untuk meningkatkan keterampilan proses sains peserta didik. Kata kunci: keterampilan proses sains (KPS), laju reaksi, model pembelajaran bounded inquiry laboratory

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“…Tabel 1. Interval Kategori Penilaian Aktivitas Siswa [6] No Data tes hasil belajar pada penelitian ini dianalisis menggunakan nilai rata-rata, standar deviasi, daya serap klasikal dan ketuntasan belajar klasikal. a. Nilai rata-rata ( ̅ ) [7].…”

Section: Metodologi Penelitianunclassified

Upaya Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Siswa melalui Penerapan Model Discovery Learning di Kelas X IPA 3

Oktofika¹,

Medriati²,

Swistoro³

2019

j. kumparan fis. j. teach. phys.

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ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan peningkatan aktivitas belajar siswa, keterampilan proses sains siswa (KPS) dan hasil belajar siswa melalui penerapan model Disecovery Learning. Penelitian ini termasuk penelitian tindakan kelas. Subjek penelitian ini adalah seluruh siswa kelas X IPA 3 yang berjumlah 30 siswa. Hasil penelitian menunjukkan bahwa nilai rata-rata aktivitas siswa pada siklus I termasuk dalam kategori cukup, kemudian menjadi baik pada siklus II dan semakin baik pada siklus III. Keterampilan proses sains yang diuji adalah keterampilan mengajukan pertanyaan, merumuskan hipotesis, merencanakan percobaan, menafsirkan dan berkomunikasi. Dari kelima keterampilan yang diuji, persentase peningkatan tertinggi dari siklus ke siklus adalah pada keterampilan merumuskan hipotesis, sedangkan keterampilan yang paling dikuasai siswa adalah pada keterampilan mengajukan pertanyaan. Hasil belajar siswa pada aspek pengetahuan secara keseluruhan terjadi peningkatan ketuntasan belajar siswa secara klasikal dari siklus I sampai siklus III. Pada siklus I diperoleh daya serap siswa sebesar 70,5 % dan ketuntasan belajar siswa sebesar 63,3 % (belum tuntas), meningkat pada siklus II diperoleh daya serap siswa sebesar 76,5 % dan ketuntasan belajar siswa sebesar 80 % (tuntas), dan meningkat lagi pada siklus III diperoleh daya serap siswa sebesar 83,6 % dan ketuntasan belajar siswa sebesar 100 % (tuntas). Berdasarkan hasil penelitian dapat disimpulkan bahwa melalui penerapan model Discovery Learning dapat meningkatkan keteampilan proses sains dan hasil belajar siswa. ABSTRACTThis research was aimed to describe an enhancement of students' learning activities, students' science process skills and students' learning outcomes through model application of Discovery Learning. This research includes classroom action research. The subject this research was all students in X Science 3 with the total of 30 students.. The finding of this research indicated that the average values of students' activities in cycle I was categorized as enough, then became good in cycle II, and better in cycle III. Science process skills which were examined was the skills to propose a question, formulate hyphotheses, plan an experiment, interpret, and communicate. From those five skills examined, the highest enhancement percentage from cycle to cycle was on the skill of formulating hyphotheses, while the skill that mostly mastered by students was on the skill of proposing a question. The students' learning outcomes on the whole knowledge aspects were any enhancement of students' learning mastery classically from cycle I to cycle III. At the cycle I, it was obtained the students' absorption of 70.5% and students' learning mastery of 63.3% (incomplete), increased at the cycle II which was obtained the students' absorption of 76.5% and students' learning mastery of 80% (complete), and increased again at the cycle III which was obtained the students' absorption of 83.6% and students' learning mastery of 100% (complete). From the research findings, ...

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Peningkatan Keterampilan Proses Sains Siswa Melalui Pendekatan Inkuiri Terbimbing

Cited by 61 publications

References 0 publications

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement

Analisis Keterampilan Proses Sains Peserta Didik Pada Materi Laju Reaksi Melalui Model Pembelajaran Bounded Inquiry Laboratory

Upaya Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Siswa melalui Penerapan Model Discovery Learning di Kelas X IPA 3

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