Scientific Attitude Profile of Student Through Guided Inquiry by Experiment Method

Abstract

Scientific attitude is extremely needed in science teaching especially chemistry. This research was done to analyze scientific attitude of student through guided inquiry by experiment method. Used instruments were observation sheet and interview. The research had undertaken in three senior high schools. There are five dimension of scientific attitude that measured in this research. They are curious attitude, respect to data, flexible thinking, critical thinking and considerate attitude to environment. Analyzing data in this research was done with descriptive method. It was found that the five dimension of analyzed scientific attitude is in the good until very good category. The highest scientific attitude obtained is critical thinking dimension with percentage 87.48% (very good category). In addition, the lowest scientific attitude obtained is flexible thinking with percentage 72.50% (good category).

Profile of Guided Inquiry in Science Learning in Junior High Schools

“…The application of the guided inquiry model with the experimental method can complete students' scientific attitudes (Dynamika et al, 2018), with the results of research on the application of the guided inquiry model with the experimental method completing students' scientific attitudes with an average percentage score of 80.81% which is included in the good category. This is also supported by research by Sari et al (2020) which shows that the guided inquiry-based experimental method can improve students' scientific attitudes.…”

Scientific attitudes in chemistry learning: A systematic literature review

“…The process of finding a solution includes the stage of scientific methods so that, this process can develop students' scientific attitudes (Rasyid et al 2022). The learning process in guided inquiry encourages students to discover and investigate consistently, think critically, and think logically, and analytically, so that students can develop their attitudes (Putra et al 2018).…”

How Can Open Inquiry Enhancing Students’ Scientific Attitude Through Chemistry Learning?

“…Indicator of Scientific Attitude Hastuti, Nurohman, and Setianingsih (2018) [27] Curiosity, respects toward facts, and open mindedness Nath and Thomas (2012) [31] Rationality, curiosity, open-mindedness, openmindedness, objectivity of intellectual belief, computed chemical data through a mathematical process, and suspended judgement Mayangsari, Yusrizal and Mustafa (2019) [32] Curiosity, respect for data/facts, critical thinking, discovery and creativity, open minded and team player, perseverance, computed chemical data through a mathematical process, and sensitivity to surrounding environment Widowati, Nurohman, and Anjarsari (2017) [8] Curiousity, respect towards facts, and care towards environment. Sandika and Fitrihidajati (2018) [7] Curiosity, computed chemical data through a mathematical process, and objectivity Putra, Milama, and Saridewi (2017) [33] Courius, respect to data, flexible thinking, critical thinking, and considerate attitude to environment Misbah, Dewantara, Hasan, and Annur (2018) [5] Curiosity, discovery, critical thinking, computed chemical data through a mathematical process, and strong determination Lacap (2015) [34] Curiosity, open-mindedness, aversion to superstition, objectivity and rationality Ekawati (2017) [35] Curiosity, open mind, objective, willingness to postpone judgments, persistence Pitafi and Farooq (2012) [36] Curiosity, criticality, rationality, open mind, objective, willingness to postpone judgments, humility…”

“…Attitude is a judgment or belief system that influences a persons' behavior towards people, objects and processes or events [32]. Related with the opinions of Putra, Milama and Saridewi [33] through inquiry that is able to provide the widest opportunity for students and develop scientific attitudes in students. Inquiry learning provides an opportunity for students to interact between those believed by previous students and new evidence they have obtained to achieve better understanding through process and exploration so as to give rise to students' attitudes to continue to seek explanations and respect the opinions of others, and have an open attitude with new ideas, think critically, honestly, and creatively like the performance done by scientists [5].…”

“…Inquiry learning provides an opportunity for students to interact between those believed by previous students and new evidence they have obtained to achieve better understanding through process and exploration so as to give rise to students' attitudes to continue to seek explanations and respect the opinions of others, and have an open attitude with new ideas, think critically, honestly, and creatively like the performance done by scientists [5]. Learning activities through inquiry exposes students to concrete experiences so that students learn actively, where they are encouraged to take initiatives in efforts to solve problems, make decisions, and develop research skills and train students into lifelong learning [33].…”