Discovery Learning Model for Enhancing Oral Activities of High School Student

Improving students' participation in the classroom is challenging, particularly in the oral activities. Learning strategy have to be arranged appropriately in order to provide as much as possible chance for students to do oral activities. The objective of this research is to improve oral activities of high school student by applying discovery learning model. There were 36 high school students of one public high school in Karanganyar, Indonesia purposively selected as participants. The discovery learning model was applied within 3 cycles and each cycle consists of 4 phases, namely planning, action, observation, and reflection. Data were obtained by observation, interview, and documentation, and triangulation method was conducted for validation of the data. Data were analysed based on VICS Flanders wooksheet. The result shows that student oral activities had been enhanced. The oral activities from pre-cycle to the last cycle respectively were 2.21%, 41.60%, 60.34%, and 78.75%. It can be concluded that discovery learning positively enhance student's oral activities

Increasing Question Quality of Student Through Problem Based Learning at Grade X MIA 6 of SMA N 4 Surakarta

The research aims to increase the qualities of student's question through problem based learning at Grade X MIA 6 of SMA N 4 Surakarta. The research was a four-cycle action research conducted in academic year 2014/2015. Data were collected through observation, interview and video recording. All question were categorized based on revised Bloom Taxonomy. Data were validated using triangulation method. The result of the research showed that: 1) problem based learning effectively increase the quality of student's question. The distribution of the lower order thinking question (C1-C2) decreased each cycle, however the higher order thinking question (C4-C5) increased. 2) the quantity of student's question was dominated by C2 question (40,91%) at the first cycle, and the majority was C3 type question (24,65%) at the second cycle, and at the third and fourth cycle, C4 question was the most (25,86% and 27,83%)

Increasing the Students' Critical Thinking Through Inquiry Learning on System of Senses Subject at Class XI MIA 6 SMA N 4 Surakarta Class Year of 2014/2015

The aim of this research is to increase the students' critical thinking through inquiry learning. This research was a classroom action research with 3 cycles conducted from March until April 2015. Each cycle consisted of 4 phases, i.e. planning, acting, observing, and reflecting. The participants of the research are 34 students of grade XI MIA 6 SMAN 4 Surakarta. Data was obtained from questionnaire, multiple choices test, and interview. The main data of the students' critical thinking includes several aspects as follows: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data was analyzed descriptively, and validated using a triangulation method. The research procedure used was the spiral method by Kemmis and Mc.Taggart. The result of the research shows that inquiry learning increased the students' critical thinking. The student's critical thinking from the pre cycle is 35,04 %, the first cycle is 42,40 %, the second cycle is 51,71 %, the third cycle is 63,97 %

Penguasaan Fakta, Konsep, Prosedur Dan Metakognisi Melalui Pertanyaan Di Pembelajaran Problem Based Learning Biologi

Penelitian bertujuan mengetahui pengaruh pembelajaran problem based learning terhadap penguasan fakta, konsep, prosedur dan metakognisi pada pembelajaran problem based learning pada pelajaran biologi. Penelitian merupakan quasi eksperiment dengan populasi penelitian adalah peserta didik kelas 10 SMAN 4 Surakarta, dengan 2 kelas sebagai sampel penelitian kontrol dan perlakuan. Penentuan sampel menggunakan purposive random sampling untuk dua kelas yang mempunyai kesamaan kemampuan dengan uji F(32;0,05)=3,998. Analisis pertanyaan peserta didik sebelum dan sesudah menggunakan pembelajaran problem based learning menggunakan kualifikasi pertanyaan berdasarkan Taksonomi Bloom. Data dianalisis dengan anacova. Hasil penelitian menunjukan bahwa pembelajaran problem based learning mempengaruhi penguasaan pertanyaan ditinjou dari jumlah pertanyaan pada pengetahuan fakta, konsep, prosedur namun tidak untuk metakognisi