THE EFFECT OF INQURY BASED LEARNING ON THE PROCEDURAL KNOWLEDGE DIMENSION ABOUT ELECTRIC AND MAGNET CONCEPT
(1) Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Indonesia
(2) Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Indonesia
(3) SMA Negeri 10 Fajar Harapan, Banda Aceh, Indonesia
Abstract
The purpose of this study to determine the effect of the use of inquiry-based learning to the increased dimensions of procedural knowledge in electrical magnetic material. The study used a quasi-experimental research methods with research design is non-equivalent control group design and a sampel are selected with the random sampling method. The experimental group was taught by the method of inquiry-based learning and the control group was taught by conventional methods. Collecting data using the instrument of multiple-choice test that developed through this research with category of validity is valid, reliability with category of reliable, index of discrimination with category of low, and level of difficulty with category of medium. The results of the data analysis by using the formula N-Gain and t-test showed that an increase in the dimensions of procedural knowledge siginificantly for experimental class and less significant for control class. Based on the results of this study suggested to the teacher to always use the method of inquiry learning that an increase in procedural knowledge dimension, especially for topics related to experimental physics.
Keywords
Full Text:
PDFReferences
Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning teaching, and assessing: a revision of bloom’s taxonomy of educational of objectives (Rev. ed). New York: Addison Wesley.
Arief, M.K., & Utari S., (2015). Implementasi Levels of Inquiry pada pembelajaran IPA untuk meningkatkan Literasi Sains SIswa SMP. Jurnal Pendidikan Fisika Indonesia 11 (2) (2015) 117-125
Arikunto, S. (2009). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta
Cauley, K.M. (1986). Studying Knowledge Acquisition: Distinctions Among Procedural, Conceptual and Logical Knowledge. New York, NY: Springer
Cheng, K.K. (2004). “Using an Online Homework System Enhances Students’ Learning of Physics Concepts in an Introdutory Physics Courseâ€. Journal American Association of Physic Teacher: 72, (11), 1447-1453.
Damawati, N.A.C & Juanda, E.A.,(2016). The Effect of Inquiry Based Learning on the reasoning ability of grade VII students about heat concepts. Jurnal Pendidikan Fisika Indonesia, 12(1) (2016) 19-25.
Derlina & Mihardi, S. (2015). Implementation of inquiry training model in physics learning to improve students formal thinking ability. Jurnal Pendidikan Fisika Indonesia, 11(2) (2015) 162-169.
Fraenkel, R.J., Wallen, N.E., & Hyun, H.H. (2012). How to Desain and Evaluate Research in Education. New York; McGraw Hill.
Halim, A, Junike, J., & Yusrizal, Y. (2017). Pengembangan dan Implementasi Instrumen Tes untuk Mengukur Pengetahuan Prosedural dengan Menggunakan Pendekatan Inkuiri di SMA Negeri 10 Banda Aceh. Jurnal Pendidikan Sains Indonesia, 4(1). 114-120.
Hemado, M. 2013. Measuring Procedural Knowledge in Problem Solving Environments with Item Response Theory. Jurnal K. Yacef et al. (Eds.): AIED 2013, LNAI 7926, pp. 653–656, 2013. [diakses: 8 Juli 2014]
Kipnis, M., & Hofstein, A., (2008). The Inquiry Laboratory As A Source for Development of Metacognitive Skills, International Journal of Science and Mathematics Education 6: 601- 627
Krugly, S.E & Taylor, P.C. (2004). CULTURE AND COMPARATIVE STUDIES Inquiry in Science Education: International Perspectives. New York; Wiley Periodicals, Inc.
Kurniawanti, I. D., Wartono, & Diantoro, D. (2014) Pengaruh Pembelajaran Inkuiri terbimbing integrasi Peer Instruction terhadap penguasaan konsep dan kemampuan berpikir kritis siswa. Jurnal Pendidikan Fisika Indonesia 10 (2014) 36-46.
Kwon, O.N., Rasmussen, C., & allen, K., (2005). Students’ Retention of Mathematical Knowledge and Skills in Differential Equations. School Science Mathematics, 105(5); 227 – 239.
Lanzer, Peter & Niels Taatgen. (2013). Procedural Knowledge in Percutaneous Coronary Interventions. Journal Clinical & Experimental Cardiolog, (Online),S6:005, (http://dx.doi.org/, diakses: 11 Januari 2015)
McCormick, R. (1997). Conceptual and Procedural Knowledge. International. Journal of Technology and Design Education: 7:141-159.
Nivalainen, V., Asikainen, M.A., & Hirvonen, P.E., (2013). Open Guided Inquiry Laboratory in Physics Teacher Education., Journal of Science Teacher Education. 24:449 – 474.
NSTA (2004). NSTA position statement: Scientific inquiry. National Science Teachers Association (NSTA). Arlington, VA: Author.
Parr, B and Edwards, M.C., (2004). Inquiry-Based Instruction in secondary Agricultural Education Problem-Solving- An old friend revisited. Journal of Agricultural Education, 45(4), 2004
Sarwi & Khanafiya, S., (2010). Pengembangan ketrampilan kerja ilmiah calon guru fisika melalui eksperimen kerja ilmiah pada mata kuliah gelombang. Jurnal Pendidikan Fisika Indonesia, 6(1) (2010) 115-122.
Sarwi, Sutardi, & Prayitno.W.W. (2016). Implementasi of Guide Inquiry Physics Instruction to Increase An Understanding Concepts and to Develop the Students’ Character Conservation. Jurnal Pendidikan Fisika Indonesia, 12(1) (2016) 1-7.
Selby, C. C. (2006). What makes it science?: A modern look at scientific inquiry. Journal of College Science Teaching, 35(7), 8–11.
TIMSS (2011). Relationships Among Reading, Mathematics, and Science Achievement at the Fourth Grade—Implications for Early Learning, Edited by Michael O. Martin and Ina V.S. Mullis
Wilson, C.D., Taylor, J.A., Kowalski, S.M., & Carson, J. (2010). The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students’ Knowledge, Reasoning, and Argumentation. Journal of Research in Science Teaching, 57(3), 276 – 301.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License