Penerapan model guided inquiry dengan metode Prediction, Observation and Explaination (POE) dan Model Guided Inquiry terhadap hasil belajar peserta didik dan keterampilan proses sains

Penelitian ini bertujuan untuk mengetahui penerapan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry terhadap hasil belajar peserta didik dan keterampilan proses sains. Penelitian ini menggunakan metode Quasy Experiment dengan model matching pretest-posttest comparation group design dengan pengambilan sampel menggunakan purposive sampling, sampel yang dipilih yaitu kelas X IPA 1 dan X IPA 2. Penelitian ini dilaksanakan di SMAN 4 Palangka Raya pada bulan Maret sampai dengan Mei 2017. Instrumen yang digunakan adalah tes hasil belajar kognitif, tes keterampilan proses sains, lembar pengamatan untuk pengukuran (KPS), pengelolaan pembelajaran dan aktivitas peserta didik. Hasil penelitian menunjukkan bahwa: (1) terdapat peningkatan yang signifikan hasil belajar kognitif menggunakan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry (2) terdapat peningkatan yang signifikan keterampilan proses sains menggunakan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry (3) tidak terdapat perbedaan yang signifikan hasil belajar kognitif menggunakan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry (4) tidak terdapat perbedaan yang signifikan keterampilan proses sains menggunakan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry (5) terdapat hubungan yang signifikan hasil belajar kognitif terhadap keterampilan proses sains menggunakan menggunakan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry (6) pengelolaan pembelajaran menggunakan model guided inquiry dengan metode prediction,observation and explaination (POE) dan model guided inquiry (7) aktivitas peserta didik menggunakan model guided inquiry dengan metode prediction,observation and explaination nilai rata-rata 74,94% dan pada model guided inquiry nilai rata-rata 74,29%. ABSTRACT This was aimed to know whether The Implementation of Guided Inquiry Model with prediction, observation, and explanation (POE) Method and Guided Inquiry Model Toward learning outcomes of student and skill. This study was designed quasi-experimental with matching pretest-posttest comparison group design. Purposive sampling was used which the samples were taken from tenth grade IPA 1 and IPA 2. This was conducted at SMAN 4 Palangka Raya on March-May 2017. Cognitive learning outcomes were used as instrument, test of science process skill, observational note as measurement tool, learning management, and activities of students. Result finding showed that (1) there is significant improvement cognitive learning outcomes by using guided inquiry model through prediction, observation, and explanation (POE) method and guided inquiry model (2) there is significant improvement skill of science process by using guided inquiry model through prediction, observation, and explanation (POE) method and guided inquiry model (3) there is no significant difference of cognitive learning outcomes by using guided inquiry model through prediction, observation, and explanation (POE) method and guided inquiry model (4) there is no significant skill of science process by using guided inquiry model through prediction, observation, and explanation (POE) method and guided inquiry model (5) there is significant correlation between cognitive learning outcomes toward skill science process by using guided inquiry model through prediction, observation, and explanation (POE) method and guided inquiry (6) the learning management that used guided inquiry model through prediction, observation, and explanation (POE) method (7) students’ activities that used guided inquiry model through prediction, observation, and explanation (POE) method showed mean score 74,94% as fair category and guided inquiry showed mean score 74,29% as fair category

Pengaruh Pembelajaran Guided Inquiry Berbasis Salingtemas terhadap Keterampilan Berpikir Kritis Siswa SMP Berdasarkan Kemampuan Akademik

This reseacrh was to determined the effect of guided inquiry learning based on scientific environment technology and society (SETS) to critical thinking skills based on academic ability difference. This reseacrh was included to quasy experiment with Post Test Only Design Factorial 3 x 2 design. ANOVA was used to test the hypothesis and LSD used for advance test with α = 0,05. The research showed that (1) there was a difference in students' critical thinking skills who took the Guided inquiry learning based on SETS, Guided inquiry learning, and conventional learning; (2) there was a difference of critical thinking skills in students with different academic ability; (3) there was no difference in students' critical thinking skills of high academic ability who took the Guided inquiry learning based on SETS, Guided inquiry learning, and conventional learning; (4) there was a difference in students' critical thinking skills of low academic ability who took the Guided inquiry learning based on SETS, Guided inquiry learning, and conventional learning; and (5) there was no interaction between the learning model and the academic ability to the critical thinking skills.Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Guided inquiry berbasis salingtemas terhadap keterampilan berpikir kritis siswa berdasarkan kemampuan akademik berbeda. Penelitian ini termasuk jenis quasy experiment dengan menggunakan rancangan penelitian Post Test Only Design Factorial 3 x 2. Uji hipotesis yang digunakan dalam penelitian ini adalah uji ANOVA dengan uji lanjut LSD pada a = 0,05. Hasil penelitian ini adalah: (1) ada perbedaan keterampilan berpikir kritis antara siswa yang mengikuti pembelajaran Guided inquiry berbasis salingtemas, Guided inquiry, dan konvensional; (2) ada perbedaan keterampilan berpikir kritis pada siswa berkemampuan akademik berbeda; (3) tidak ada perbedaan keterampilan berpikir kritis siswa berkemampuan akademik tinggi yang mengikuti pembelajaran Guided inquiry berbasis salingtemas, Guided inquiry, dan konvensional; (4) ada perbedaan keterampilan berpikir kritis siswa berkemampuan akademik rendah yang mengikuti pembelajaran Guided inquiry berbasis salingtemas, Guided inquiry, dan konvensional; (5) tidak ada interaksi antara model pembelajaran dan kemampuan akademik terhadap keterampilan berpikir kritis

Students' Perception of Guided Inquiry Learning in Physics Viewed from Collaboration Skills and Scientific Attitude

This research aims to determine the students’ perceptions of Guided Inquiry learning on physics and the effect of learning on collaboration abilities and scientific attitudes. This research is survey research. The subjects in this study consisted of 36 students from class X MIPA 1 MAN 1 Siak in the 2022/2023 academic year. The research instrument consisted of 20 statement items, including 8 Guided Inquiry statement items, 7 Guided Inquiry learning effects statement items on collaboration skills, and 5 Guided Inquiry learning effect statement items statement on students' scientific attitudes. Data on students' perceptions of Guided Inquiry learning were analyzed by descriptive analysis. The results of this study indicate that 39 students' collaboration abilities are in a low category and 40 students' scientific attitudes are in a low category. While the application of Guided Inquiry learning with a score of 59 is in the sufficient category. The conclusion of this study shows that the effect of Guided Inquiry learning on students' collaboration abilities is in a low category, the effect of Guided Inquiry learning on students' scientific attitudes is low and the use of Guided Inquiry learning has not been maximized so that it is necessary to use the Guided Inquiry learning model to improve collaboration abilities and scientific attitudes of high school student

The Use of Lokal Wisdom-Based Media To Improve Critical Thinking

The purpose of this study was to determine the effect of guided inquiry based on local wisdom on students' practical thinking skills  in grade IV elementary school. The type of research used is the experiment with the Pretest Posttest Only Group Design. The instruments used are tests and observations and documentation. The results of this study indicate that the model of guided inquiry based on local wisdom is effective for improving critical thinking skills in the theme of sciences class IV elementary school rather than guided inquiry models. This is evidenced by the results of the mean value of guided inquiry models based on local wisdom rather than guided inquiry models (76.55 > 67.94), there is a significant effect of students' critical thinking skills between the model of guided inquiry based on local wisdom and the guided inquiry model. This is evidenced by the results of t count > t table (2.757 > 2.002) and smaller significance value with a significance level of 5% (p = 0.010 > 0.05).The purpose of this study was to determine the effect of guided inquiry based on local wisdom on students' practical thinking skills in grade IV elementary school. The type of research used is the experiment with the Pretest Posttest Only Group Design. The instruments used are tests and observations and documentation. The results of this study indicate that the model of guided inquiry based on local wisdom is effective for improving critical thinking skills in the theme of sciences class IV elementary school rather than guided inquiry models. This is evidenced by the results of the mean value of guided inquiry models based on local wisdom rather than guided inquiry models (76.55 > 67.94), there is a significant effect of students' critical thinking skills between the model of guided inquiry based on local wisdom and the guided inquiry model. This is evidenced by the results of t count > t table (2.757 > 2.002) and smaller significance value with a significance level of 5% (p = 0.010 > 0.05 )

STUDI KOMPARASI PEMBELAJARAN GUIDED INQUIRY BERBANTUAN SOFTWARE MULTISIM DENGAN PENGUKURAN SEBENARNYA TERHADAP HASIL BELAJAR DASAR-DASAR ELEKTRONIKA SISWA SMK NEGERI 5 SURABAYA

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui ada tidaknya perbedaan antara hasil belajar siswa menggunakan model pembelajaran penemuan terbimbing (guided inquiry)  berbantuan software multisim dengan model pembelajaran penemuan terbimbing (guided inquiry) berbantuan pengukuran sebenarnya terhadap pemahaman dasar-dasar elektronika. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian eksperimental yaitu Quasi Experimental Design. Penelitian ini dilakukan pada sampel yang terdiri dari dua kelas yang terdiri atas 33 siswa. Satu kelas pertama akan menggunakan model pembelajaran penemuan terbimbing (guided inquiry) dengan berbantuan software multisim dan kelas kedua menggunakan model pembelajaran penemuan terbimbing (guided inquiry) dengan berbantuan pengukuran sebenarnya. Pengujian hipotesis akan dilakukan dengan mengkomparasikan nilai prestasi hasil belajar dari kedua kelas tersebut. Dari hasil belajar siswa berupa posttest, tes formatif dan uji kinerja antara kelas yang menggunakan pembelajaran guided inquiry berbantuan software multisism mendapat nilai rata-rata 81,1 dan kelas yang menggunakan pembelajaran guided inquiry berbantuan pengukuran sebenranya mendapat nilai rata-rata 78,3. Hasil uji –t dua pihak pada nilai hasil belajar   diperoleh untuk nilai thitung = 2,154 > ttabel = 1,998 yang artinya terdapat perbedaan yang signifikan hasil belajar antara kelas yang menggunakan pembelajaran guided inquiry berbantuan software multisim dengan kelas yang menggunakan pembelajaran guided inquiry berbantuan pengukuran sebenranya. Kata Kunci: inkuiri terbimbing, software multisim, pengukuran sebenarnya   Abstract The purpose of this research is to find out whether there is a difference between learning study result of the students use kind of guided inquiry assisted learning model with multisim software and guided inquiry with actual measurement assisted towards understanding the fundamentals of Electronics. Research methods used in this research is experimental research method which is a Quasi Experimental Design. This research is conducted on a sample composed of two classes of 33 students. The first class will use the discovery learning model of guided inquiry assisted with the multisim software and the second class use discovery learning model of guided inquiry with actual measurement assisted. Hypothesis testing will done with compare the value of learning outcome achievement from both of classes. From student learning like a posttest, formatif test, and test performance between class that the discovery learning model of guided inquiry assisted with the multisim software get an average rating 81,1. The class use discovery learning model of guided inquiry with actual measurement assisted gets the value of the average 78,3. Test results of t-test two parties on the value of learning results obtained thitung = 2,154 > ttabel = 1,998 which means there is a significant difference between the study result use the guided inquiry learning-assisted software multisim with class that use learning guided inquiry assisted actual measurement. Keywords: guided inquiry, multisim software, actual measurement

PERBEDAAN KETERAMPILAN MENGOBSERVASI DAN MENYUSUN HIPOTESIS SISWA KELAS VIII SMP NEGERI 26 SURAKARTA SEBAGAI EFEK PENGGUNAAN STRATEGI PEMBELAJARAN GUIDED INQUIRY PADA MATERI FOTOSINTESIS

Guided Inquiry adalah salah satu strategi pembelajaran inkuiri. Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan mengobservasi dan menyusun hipotesis sebagai akibat penggunaan strategi pembelajaran Guided Inquiry. Populasi penelitian adalah siswa kelas VIII SMP N 26 Surakarta. Sampel penelitian terdiri dari 2 kelas. Untuk keperluan analisis dilakukan uji keseimbangan berdasarkan NEM. Penelitian ini merupakan penelitian Quasi Eksperimen dengan rancangan non-equivalent control group design. Alat ukur menyusun keterampilan mengobservasi dan menyusun hipotesis menggunakan penilaian yang dilengkapi dengan rubrik. Analisis data dan uji hipotesis menggunakan Anacova yang secara teknis dilakukan dengan SPSS Window versi 16.00. Hasil penelitian menunjukkan keterampilan mengobservasi berbeda nyata antara pembelajaran yang menggunakan Guided Inquiry dengan konvensional demikian juga dengan keterampilan menyusun hipotesis. Berdasarkan hasil penelitian maka Guided Inquiry mempengaruhi keterampilan mengobservasi dan menyusun hipotesis yang merupakan tahapan dari proses pembelajaran menggunakan strategi Guided Inquiry. Kata Kunci: Guided Inquiry, mengobservasi, menyusun hipotesi

Pengaruh Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction Terhadap Penguasaan Konsep Dan Kemampuan Berpikir Kritis Siswa

Penelitian ini bertujuan untuk mengetahui perbedaan penguasaan konsep dan kemampuan berpikir kritis siswa yang menggunakan pembelajaran inkuiri terbimbing integrasi peer instruction, pembelajaran inkuiri terbimbing, dan pembelajaran konvensional. Selain itu, juga untuk mengetahui pengaruh pembelajaran inkuiri terbimbing integrasi peer instruction, pembelajaran inkuiri terbimbing dan pembelajaran konvensional berturut-turut terhadap penguasaan konsep dan kemampuan berpikir kritis fisika. Rancangan penelitian menggunakan kuasi eksperimen dengan posttest only design. Data dianalisis dengan analisis multivariat (manova) satu jalur dan uji lanjut LSD. Hasil penelitian menunjukkan bahwa terdapat perbedaan penguasaan konsep dan kemampuan berpikir kritis siswa yang menggunakan pembelajaran inkuiri terbimbing integrasi peer instruction, pembelajaran inkuiri terbimbing dan pembelajaran konvensional, penguasaan konsep siswa yang belajar dengan pembelajaran inkuiri terbimbing integrasi peer instruction lebih tinggi daripada pembelajaran inkuiri terbimbing dan pembelajaran konvensional, dan kemampuan berpikir kritis siswa yang belajar dengan pembelajaran inkuiri terbimbing integrasi peer instruction lebih tinggi daripada pembelajaran inkuiri terbimbing dan pembelajaran konvensional. The research aimed to determine the differences of concepts acquisition and critical thinking skills among students having peer instruction integrated guided inquiry learning, guided inquiry and conventional learning. Beside that, the research also aimed to determine the influence of peer instruction integrated guided inquiry learning, guided inquiry and conventional learning respectively to the concepts acquisition and critical thinking skills. The research used a quasi-experimental with posttest only design. The data were analysed by using multivariate analysis (manova) which was followed by LSD test. The results showed that, there were differences of concepts acquisition and critical thinking skills among students who used peer instruction integrated guided inquiry learning, guided inquiry learning and conventional learning. The concepts acquisition of students having peer instruction integrated guided inquiry learning was higher than that of guided inquiry learning and conventional learning, while critical thinking skills of students with peer instruction integrated guided inquiry learning is higher than that with guided inquiry learning and conventional learning

Perbandingan Metode Inkuiri Terbimbing Dan Bebas Termodifikasi Terhadap Motivasi Dan Hasil Belajar

The purpose of this study to determine: (1) The average difference between the use of student motivation guided inquiry method with modified free inquiry method, (2) the average difference in student learning outcomes between the use of guided inquiry with the inquiry method freely modified. Population were all eighth grade students in the second semester in the SMP Negeri 1 Candipuro, while samples taken VIIId the class as a class using guided inquiry and VIIIe class as a class that uses a modified method of free inquiry. Sampling technique using cluster random sampling. The results from this research is: (1) There is a difference in mean average student motivation between the use of guided inquiry method with the modified method of free inquiry, (2) There is a difference in average student learning outcomes between the use of guided inquiry with modified method of free inquiry. The average value of learning outcomes in the classroom guided inquiry is 70.87 while in the class of non-modified inquiry is 66.21 and the average value of motivation in classroom guided inquiry is 69.57. while in the class of non-modified inquiry is 65.90

Efektivitas Model Pembelajaran Problem-Based Learning (PBL) dan Guided Inquiry terhadap Kemampuan Berpikir Kritis Matematis Siswa

Penelitian ini dilatarbelakangi karena rendahnya kemampuan berpikir kritis matematis disebabkan pembelajaran di sekolah masih menggunakan pembelajaran konvensional. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran PBL dan Guided Inquiry terhadap kemampuan berpikir kritis matematis siswa. Penelitian ini dilakukan dengan metode penelitian Quasi Experimental Design di kelas X SMK Nusa Bhakti Semarang. Teknik sampling yang digunakan adalah Cluster Sampling dengan sampel kelas X AKL kelompok eksperimen 1, X TKJ eksperimen 2, dan X BDL sebagai kelompok kontrol. Teknik pengumpulan data menggunakan tes kemampuan berpikir kritis matematis dan observasi keaktifan siswa. Hasil penelitian menunjukan pada taraf signifikansi 5% dapat disimpulkan (1) terdapat perbedaan kemampuan berpikir kritis matematis siswa antara pembelajaran dengan model PBL, guided inquiry, dan model konvensional; (2) kemampuan berpikir kritis matematis siswa dengan model PBL dan guided inquiry lebih baik dibandingkan model konvensional; (3) tidak terdapat perbedaan kemampuan berpikir kritis matematis siswa antara pembelajaran dengan model PBL dan guided inquiry; (4) terdapat pengaruh positif antara keaktifan siswa pada pembelajaran model PBL dan model guided inquiry terhadap kemampuan berpikir kritis matematis siswa; (5) ketuntasan belajar individual dan klasikal kelas PBL dan guided inquiry tercapai. Sehingga model pembelajaran PBL dan Guided Inquiry efektif terhadap kemampuan berpikir kritis matematis siswa