IMPLEMENTATION OF GUIDED INQUIRY PHYSICS INSTRUCTION TO INCREASE AN UNDERSTANDING CONCEPT AND TO DEVELOP THE STUDENTS' CHARACTER CONSERVATION
(1) Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang
(2) SMA Negeri 5 Kota Semarang
(3) SMA Negeri 5 Kota Semarang
Abstract
The Measurement Concepts Instruction (MCI) is carried out by implementation of guided inquiry experiment model. The objectives is to develop the understanding concept and SMA students' character. The method used experiment educational research, with post- test control group design. The data of the understanding on property and measurement is collected by essay test and an observation sheets for students' character conservation. The subject of tutorial and non tutorial groups consist of 32 students respectively. The data were analyzed by t test and correlation analysis. The results showed a) the positive correlation between students' character and mastery on concept in high category (p = 0.002) and b) students' character conservation is significantly difference between tutorial and non tutorial groups. It can be concluded that the implementation of the guided inquiry experiment model to effective increase the understanding property and measurement and to develop students' character of senior high school students.
Pembelajaran Fisika (PF) dilaksanakan melalui implementasi model eksperimen inkuiri terbimbing. Tujuan utama penelitian ini untuk mengungkap konsep besaran dan pengukuran dan mengembangkan nilai karakter konservasi siswa SMA. Metode penelitian ialah eksperimen kependidikan dengan post-test control group design digunakan. Subjek penelitian adalah kelompok perlakuan dengan tutorial dan non tutorial masing-masing 32 siswa. Data penelitian konsep besaran dan pengukuran dan nilai karakter konservasi dikumpulkan dengan tes uraian dan lembar observasi. Data dianalisis menggunakan uji t dan uji korelasi. Hasil penelitian yaitu: a) ditemukan korelasi positif antara nilai karakter konservasi dan penguasaan konsep besaran dan pengukuran pada kategori tinggi dan sangat signifikan (p = 0,002), dan b) diperoleh perbedaan penguasaan konsep yang signifikan antara kelompok tutorial dan non tutorial. Simpulan penelitian bahwa implementasi model eksperimen inkuiri terbimbing efektif untuk meningkatkan penguasaan besaran dan pengukuran dan mengembangkan nilai karakter konservasi siswa SMA.
Keywords
Full Text:
PDFReferences
Dahlstrom, M.F. (2010). The Role of Causality in Information Acceptance in Narratives: An Example from Science Communication. Communication Research, 37:857-875
Dahniar, N. (2006). Pertumbuhan Aspek Psikomorik Dalam Pembelajaran Fisika Berbasis Observasi Gejala Fisis Pada Siswa SMP. Jurnal Pendidikan Inovatif, 2(1): 1-6
Gall, M.D., Gall, J.P. & Borg, W.R. (2003). Educational Research: An Introduction
(7th ed.). Boston: Allynn and Bacon
Gruba, P. & R. Al-Mahmood. (2004). Strategies for Communications Skill Development. New Zealand: Department of Computer Science and Software Engineering The University of Melbourne
Hidayah, N. (2015). Pembelajaran inkuiri terbimbing dengan menerapkan nilai-nilai karakter konservasi untuk meningkatkan pemahaman konsep dan keterampilan kerja ilmiah siswa SMA. Skripsi, FMIPA Universitas Negeri Semarang
Kaltacki, D., & O. Oktay. (2011). A Guided-Inquiry Laboratory Experiment To Reveal Students’ Comprehension of Friction Concept : A Qualitative Study. Balkan Physics Letters. Ankara : Bogazici University Press
Kurniawati, I.D., Wartono & M Diantoro. (2014). Pengaruh pembelajaran Inkuiri Terbimbing integrasi peer instruction terhadap penguasaan konsep dan kemampuan berpikir kritis siswa. Jurnal Pendidikan Fisika Indonesia, 10(1): 36-46
Laughlin, P.R., Hatch, E.C., Silver, J.S., & Boh, L. (2006). “Groups Perform Better Than the Best Individuals on Letters-to-Numbers Problems: Effects of Group Size”. Journal of Personality and Social Psychology, 90 (4): 644-651
Lee, E.J. & Y.J. Jang. (2010). What do Others’ Reactions to News on Internat Portal Sites tell us? Effects of Presentation format and Readers’ Need for Cognition on Reality Perception. Communication Reasearch, 37: 825-846
Levy, O.S, B. Eylon, & Z. Scherz. (2008). Teaching Communication Skills in Science: Tracing teacher Change. Israel: The Department of Science Teaching, The Weizmann Institute of Science, Rechovot, 24: 462-477
Marzano, R.J. (2006). Classroom Assessment & Grading that Work. Alexandria: The Association for Supervision and Curriculum Development
Masfuah, S. & Sarwi. (2013). Pengembangan Bahan Ajar Fisika SMP Berpendekatan SETS untuk Meningkatkan Literasi Sains dan Kecakapan Hidup. Prosiding Seminar Nasional Fisika IV 2013. Jurusan Fisika FMIPA Universitas Negeri Semarang
Mehalik, M.M., Y. Doppelt., & C.D. Schuun. (2008). Middle-School Science through Design-Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction. Journal of Engineering Education, 2(2) : 2-8
Miftah, M. (2009). Komunikasi Efektif Dalam Pembelajaran.Semarang: Pustekkom Depdiknas
Santrock, J.W. (2008). Educational Psychology. Third Edition. Singapore: McGraw-Hill International Edition
Sarwi & Liliasari. (2009). Penerapan Open-ended Laboratory Technique pada Eksperimen Gelombang. Jurnal Penelitian Pendidikan IPA, III (2): 111-120
Sarwi, A Rusilowati, & S Khanafiyah. (2012). Implementasi Model Eksperimen Open Inquiry untuk mengembangkan keterampilan berpikir kritis mahasiswa fisika. Jurnal Pendidikan Fisika Indonesia, 8(1): 41-50
Slavin, R.E. (2005). Cooperative Learning: Teori, Riset, dan Praktik. (Terjemah oleh Nurulita). Bandung: Nusa Media
Suardana, I. K. (2007). Penilaian Portofolio Dalam Pembelajaran Fisika Berbasis Inquari Terbimbing Di SMP Negeri 2 Singaraja. Jurnal Penelitian Dan Pengembangan Pendidikan, 1(2): 25-32
Suparno, P. (2007). Metodologi Pembelajaran Fisika. Yogayakarta: Universitas
Sanata Dharma
Wenning, C.J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of Physics Teacher Education Online, 2(3): 3-11
Wenning, C.J. (2010). Levels of inquiry: Using inquiry spectrum learning sequences to teach science. Journal of Physics Teacher Education Online, 5(4): 11-19
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License