IMPLEMENTASI GUIDED INQUIRY BERBANTUAN E-LKPD TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI REDOKS DAN TATA NAMA SENYAWA KIMIA

Ikrimatul Lailiah(1), Sri Wardani(2), Sudarmin Sudarmin(3), Edi Sutanto(4),


(1) Jurusan Kimia FMIPA Universitas Negeri Semarang
(2) Jurusan Kimia FMIPA Universitas Negeri Semarang
(3) Jurusan Kimia FMIPA Universitas Negeri Semarang
(4) Madrasah Aliyah Negeri Kendal

Abstract

Chemistry learning in schools tends not to provide a place for students to be active and does not train their minds to foster students' curiosity. The application of the guided inquiry learning model is learning that involves all students' abilities to find and investigate something so that it is in accordance with their experience. The guided inquiry model can be used to make it easier for students to understand concepts, especially in redox material and the nomenclature of chemical compounds. This study aims to determine student cognitive learning outcomes on redox material and chemical compound nomenclature through the guided inquiry model assisted by e-LKPD. The population used was science class X-4 to X-6 at a Kendal high school. The sampling technique was carried out by means of cluster random sampling. The sample was obtained after the population was tested for normality and homogeneity, so that the students of science class X-4 as the experimental class and X-5 as the control class. The research data was taken by the test method to determine the student's cognitive learning outcomes. The data analysis technique used to test the hypothesis is a biserial correlation technique. The results showed that there was a strong or high positive relationship based on the r value in the calculation, namely 0.60. This shows that there is an effect of guided inquiry learning assisted by e-LKPD on student cognitive learning outcomes, which is 36%.

Keywords

e-LKPD; guided inquiry; cognitive learning outcomes

Full Text:

PDF

References

Abanikanda, 2016, Influence of Problem Based Learning in Chemistry on ofA Academic Achievement of High School Students in Osun State Nigeria, International Journal of Education, Learning and Development, Vol 4, Hal 3, Hal 55-63.

Ahmadi, I., Dewi, F., dan Haryanto, 2010, Pengembangan E-Lkpd Berbasis Praktikum Pada Materi Larutan Elektrolit Dan Non Elektrolit Kelas X MIA Di Sma Xaverius 2 Kota Jambi, Artikel Ilmiah Repositori Universitas Jambi, https://repository.unja.ac.id/id/eprint/4892.

Alifah, R.N, Ahmadi, F., dan Wardani, S., 2017, Using SETS Approach on Cognitive Learning Achievement and Naturalist Intelligence of Elementary School Fourth Grade Students, Journal of Primary Education, Vol 6, No 3, Hal 233-241.

Arlianty, W.N., 2015, Pemanfaatan Penggunaan Model Pembelajaran Inkuiri Terbimbing Berbasis Konstruktivis Pada Materi Hidrolisis Garam Semester Genap Sma Negeri 1 Kartasura Tahun Ajaran 2013/2014, Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang, Vol 3, No 2, Hal 72-77.

Binson, B., 2009, Curiosty-based-learning (CBL) program, US-China Education Review, Vol 6, No 12, 13-22.

Budiarti, S., Murbangun, N., dan Cahyono, E., 2016, Guided Inquiry Berbantuan E-Modul untuk Meningkatkan Keterampilan Berfikir Krtitis, Journal of Innovative Science Education, Vol 5, No 2, Hal 144 - 151.

Fiteriani, I. dan Baharudin, 2017, Analisis perbedaan hasil belajar kognitif Menggunakan metode pembelajaran kooperatif Yang berkombinasi pada materi ipa di min bandar lampung, Jurnal Pendidikan dan Pembelajaran Dasar, Vol 4, No 2, Hal 1-30.

Jannah, B. S., 2013. Studi Evaluasi Pemahaman Konsep Reaksi Redoks Menggunakan Tes Objektif Beralasan Pada Siswa Kelas X Sma Negeri 10 Malang, Skripsi, Program Studi Pendidikan Kimia Jurusan Kimia FMIPA Universitas Negeri Malang.

Peraturan Pemerintah Republik Indonesia 2015. Perubahan kedua atas peraturan pemerintah No. 19 tahun 2005 Tentang Standar Nasional Pendidikan.

Pratiwi, K.F., Wijayati, N., Mahatmanti, F.W., dan Marsudi, 2019, Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Penilaian Autentik Terhadap Hasil Belajar Siswa, Jurnal Inovasi Pendidikan Kimia, Vol 13, No 1, Hal 2337-2348.

Prastowo, A., 2015, Panduan kreatif membuat bahan ajar inovatif, Yogyakarta: Diva Press.

Rifa’i, A., 2016, Psikologi Pendidikan. Semarang: Unnes Press.

Salirawati, D., 2012, Percaya Diri, Keingintahuan, dan Berjiwa Wirausaha: Tiga Karakter Penting bagi Peserta Didik, Jurnal Pendidikan Karakter, Vol 2, No 2, Hal 218-219.

Sari, D.F. dan Prastiti S.D., 2012, Pengaruh Kecerdasan Interpersonal terhadap Pemahaman Akuntansi dengan Kepercayaam Diri sebagai Variabel Pemoderasi pada Siswa Jurusan Akuntansi SMK Muhammadiyah 1 Kota Pasuruan, Jurnal of Accounting and Business Education, Vol 1, No 2, Hal 1-16.

Sugiyono, 2016, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, R&D), Bandung: Alfabeta.

Sulistina, O., Dasna, I.W., dan Iskandar, S.M., 2010, penggunaan metode pembelajaran inkuiri terbuka dan terbimbing dalam meningkatkan hasil belajar kimia siswa SMA Laboratorium Malang kelas X. Jurnal Pendidikan dan Pembelajaran, Vol 17, No 1, Hal 82-88.

Wenning, C.J., 2005, Levels of inquiry: Hierarchies of Pedagogical practices and inquiry processes. Journal of Physics Teacher Education, Vol 2, No 3, Hal 3-12.

Winarti, A., Yunita, L., dan Nur, M., 2015. Pengembangan Model Pembelajaran “Cerdas†Berbasis Teori Multiple Intelligences Pada Pembelajaran IPA, Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, Vol 45, No 1, Hal 16-28.

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.