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 )

PENGARUH MODEL INKUIRI TERBIMBING DENGAN DIAGRAM V (Vee) DALAM PEMBELAJARAN BIOLOGI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA

The purpose of this research are: 1) to ascertain the influence of guided inquiry models with diagram V (Vee) on biology learning toward critical thinking skills of 10 th grade students at SMA Negeri Gondangrejo in academic year 2011/2012, 2) to ascertain the influence of guided inquiry models with diagram V (Vee) on biology learning toward learning achievement of 10 th grade students at SMA Negeri Gondangrejo in academic year 2011/2012. The research was quasi experiment research using quantitative approach. The research was designed using posttest only control design. The populations of this research were all of 10 th degree students at SMA Negeri Gondangrejo Karanganyar in academic year 2011/2012. The sample of this research was established by cluster random sampling. The samples of this research were the students of 10 th -1 as experiment group and 10 th -2 as control group. Experimental group applied guided inquiry models with diagram V (Vee). Control group applied conventional learning models specifically speech varies with experiment accompanied a simple summary. The data was collected by document, test, observation form, and questionnaire. The hypothesis analyzed by t-test with help of SPSS 16. The research concluded that the influence of guided inquiry models with diagram V (Vee) on biology learning had significant effect toward critical thinking skills of 10 th grade students at SMA Negeri Gondangrejo in academic year 2011/2012 with significant value is 0,041. The influence of guided inquiry models with diagram V (Vee) on biology learning had significant effect toward learning achievement of 10 th grade students at SMA Negeri Gondangrejo in academic year 2011/2012 with significant value cognitive domain is 0,013; psychomotor domain is 0,000 by observation form and 0,001 by questionnaire; affective domain is 0,000 by observation form and 0,005 by questionnaire

Learning Tools with Inquiry Models Integrated of Character Education

This study aimed to describe the characteristics and validity of learning tools with inquiry models integrated of character education that is used in learning at junior high school level. The intended learning tools include syllabus, lesson plans, teaching materials, student worksheets, and scientific creativity test instruments. This research is an evaluative descriptive study that describes the characteristics and evaluates the quality of the validity of learning tools. The learning tools validation process involves three validators who validate the learning tools on aspects of content validity and construct validity. The validation results show that the validator's assessment of the learning framework developed in the aspects of content validity and construct validity are categorized as very valid with an average range of scores of ˃85%, with a percentage of agreement ˃75%. The results of this study can be used as a foundation that the learning tools with inquiry models integrated of character education can be implemented in the field

PENERAPAN MODEL INKUIRI TERBIMBING DENGAN MEDIA KONKRET DALAM PENINGKATAN PEMBELAJARAN IPA TENTANG GAYA PADA SISWA KELAS V SDN 6 PANJER TAHUN AJARAN 2015/2016

The objectives of this research are: (1) to describe the steps in the application of guided inquiry models with concrete media, (2) to describe the improvement of learning process and natural science learning outcomes about forces through the implementation of guided inquiry model with concrete media, and (3) to describe the challenges and solutions in the application of guided inquiry models with concrete media to improve natural science learning about force for the fourth grade students in SDN 6 Panjer. This collaborative Classroom Action Research (CAR) was conducted in three cycles. Each cycle consists of two meetings. Each meeting consists of four stages: planning, action, observation, and reflection. The subjects were the fifth grade students of SDN 6 Panjer totaling 28 students. Data collection techniques used in this research are non-test techniques and tests. The validity of the data in this research applied triangulation of data sources and triangulation techniques. Data analysis techniques used descriptive qualitative data consisting of data reduction, data presentation, and drawing conclusion. The research was stopped after learning process and students' learning outcomes reached minimum completeness criteria of 75 for 85% of students. The results showed that: (1) the application of guided inquiry model with concrete media has been implemented in appropriate steps, namely (a) orientation, (b) formulate the problem, (c) formulate hypotheses, (d) explain the media, (e) explain the process, (f) collect the data and answer questions, (g) complete the comparison, (h) analyze the data, (i) make the conclusion with decision-making, (j) review the results, and (k) evaluation; (2) the application of guided inquiry models with concrete media in the natural science learning of forces can improve students' learning process in SDN 6 Panjer. (2) the application of guided inquiry model with concrete media in natural science learning about forces can improve students' learning process of the fifth grade students of SDN 6 Panjer. This is evidenced by the increase of the score of process skills of each cycle. In the first cycle, the average score is 3.01 or 75.285%, 3.325 or 83.145% at second cycle, and 3.645 or 91.18% at third cycle; (4) the constraints faced in the implementation of guided inquiry models with concrete media, namely classroom management is not optimal and the majority of students have not been active and enthusiastic in teacher's material explanation. Solutions is give instruction to the teachers to maximize classroom management and instruct the teachers to look after students who have not been active and enthusiastic during lessons. The conclusion of this research is the application of guided inquiry models with concrete media can improve natural science learning for the fifth grade students in SDN 6 Panjer in academic year 2015/2016. Keywords: guided inquiry, concrete media, learning, natural scienc

DEVELOPMENT OF STUDENTS’ WORKSHEETS BASED ON GUIDED INQUIRY MODELS TO TRAIN SCIENCE PROCESS SKILLS AND CRITICAL THINKING SKILLS IN PROJECTILE MOTION

In facing AEC (ASEAN Economic Community) which has impacted education, the young generation of a nation must have higher-order thinking skills. One of the ways to achieve that purpose is through practicing science process and critical thinking skills since they start education early. To exercise those skills in our students, we need to develop supporting learning materials. In this study, we develop learning materials on the topics of projectile motion based on Guided Inquiry Model through developmental research within ADDIE. The learning materials are validated by two validators before tested to 19 students of X MIPA 2 at St. Hendrikus Senior High School. The results of the validation process indicate that the developed lesson plan is, the developed student’s worksheet, and evaluation/assessment plan are very valid with score of 3.76, 3.67, and 3.61 (out of 4) , respectively. The field test indicates that the lesson plan is implemented quite well. According to the pre- and posttest results, students’ critical thinking skills improve, which is indicated by average N-gain score of 0.39. Descriptively it also can be observed that the students’ science process skills develop throughout the implementation process. Besides, according to the questioner answers, students give positive responses to the learning materials and their implementation. In conclusion, the evaluation shows that the students achieve good critical thinking and science process skills. The developed learning materials support learning activities which involve practicing in critical thinking skills and science process skills

ESCALATION IN STUDENTS’ SCIENCE PROCESS SKILLS ON CHAPTER WAVE VIBRATION AND SOUND THROUGH GUIDED INQUIRY LEARNING MODEL

This study aims to determine: (1) the effect of guided inquiry models on students' science process skills, (2) improvement of skills the science process of students with learning inquiry models, This research is a quasi-experimental study with non-equivalent control group design. Data collection techniques used were test and non-test. The instruments in this study were a pretest-posttest cognitive ability test sheet, student worksheets and an observation sheet for science process skills. The data analysis technique used is non-parametric statistics with the Mann Whitney U test, Normalized Gain (N-Gain) and descriptive analysis. The results of this study are that (1) Physics learning using guided inquiry learning models influences the cognitive abilities of students with a significance level (sig. 2-tailed) of 0.013. (2) Physics learning using guided inquiry learning models can improve students' cognitive abilities with an average value of n-gain of 0.701 which is included in the high criteria. Keywords: Guided Inquiry, Science Process Skills, Cognitive Skills, Wave Vibration and Sound

The Differences of Analytical Thinking Skills on Biodiversity Material in Guided Inquiry Model with Conventional Class

This study aims to compare whether there are differences in analytical thinking skills between classes that use guided inquiry models and conventional classes that use discussion methods and to find out whether guided inquiry models can improve analytical thinking skills in class X SMA. This type of the research is a quasi experimental research that uses a pretest posttest control group design. The population of this research were students of class X SMA Negeri 1 Kalasan and class X SMA Negeri 1 Prambanan. The sample in this research were 4 classes with a total of 104 students. Sampling in this research was conducted by cluster random sampling. The results of the t test obtained the value of sig. (2-tailed) of 0.000, the probability value is less than 0.05, which means that there are differences in analytical thinking skills in the guided inquiry class and the conventional class. The gain score test results obtained a value of 0.71 with a high category, meaning that the use of the guided inquiry model can improve analytical thinking skills in class X SM

Development of Learning Media for Wave Ripple Tanks with the Implementation of Guided Inquiry Models on Students' Mastery of Concepts and Scientific Creativity

The purpose of this study was to develop learning media for wave ripple tanks with the implementation of guided inquiry models on the conceptualization and creativity of students in physics subjects in class XI with the material of mechanical wave characteristics. The wave ripple tank learning media is used as a tool in the learning process that can improve students' mastery of concepts and creativity. This study uses the Research and Development method with a 4D design (Define, Design, Development, Disseminate). At the defining stage, the initial analysis was carried out, namely examining the background behind the emergence of researchers' ideas. The design stage is carried out by designing the wave ripple tank learning media with the implementation of guided inquiry models. The development stage is a development activity as well as an assessment of the experts which includes the validation test of the development results of the device, media ripple tank learning, and assessment instruments. The last stage is the dissemination stage, where the results of this study are distributed to schools to be used as a model that can be use

IMPLEMENTATION OF CONFLICT COGNITIVE STRATEGIES IN SCIENCE LEARNING WITH STRUCTURED INQUIRY MODELS TO REDUCE MISCONCEPTIONS ABOUT PRESSURE MATERIAL

This study aims to describe the reduction of misconceptions about pressure material with conflict cognitive strategies in science learning with structured inquiry models. This study uses a pre-experimental method with One-Group Pretest-Posttest Design. The target of this study was students of VIII-A and VIII-K SMPN 19 Surabaya in the second semester of the school year 2019-2020. The results showed that the percentage of class VIII-A misconceptions was 49.67% and class VIII-K was 60.67%. After learning, the percentage of class VIII-A misconceptions was 3.67% and class VIII-K was 4.33%. From the results of the pretest and posttest, the percentage of misconceptions decreased, with the percentage of class VIII-A decreasing by 46.00% and class VIII-K by 56.33%. The largest shift percentage was from misconceptions to understand the concepts after learning. The effectiveness of learning shown from the results of the N-Gain score, and the results of the N-gain score obtained by 0.938 for class VIII-A and 0.937 for class VIII-K, and both of the classes classified in the high category. Based on the results it can be concluded that the strategy of conflict cognitive in learning science with structured inquiry models can reduce student's misconceptions about pressure material.Keywords: Strategy of conflict cognitive, misconception, structured inquir