Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

A. Widowati, S. Nurohman, P. Anjarsari

Abstract

This research was conducted to (1) produce science material learning based Authentic Inquiry Learning which is appropriate to improve problem solving and students scientific attitude; (2) know the potency of developing scientific attitude in science learning material based authentic inquiry learning; and (3) know the potency of developing scientific attitude in science learning material based authentic inquiry learning. The research method was Research and Development (R & D), by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). The instruments used included product validation questionnaire, problem solving test, observation sheet of problem solving, and scientific attitude questionnaire. Result data of validation, problem solving test, scientific attitude questionnaire were analyzed descriptively. The result showed that : (1) science learning material based authentic inquiry learning that was developed was considered as very good by expert lecturers and teachers, and it was appropriate to use in learning process; (2) science learning material based authentic inquiry learning could improve students’ problem solving; (3) science learning material based authentic inquiry learning could improve students’ scientific attitude.

Keywords

learning material; authentic inquiry learning

Full Text:

PDF

References

Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of science teacher education, 13(1), 1-12.

Asa. (2011). Sains dan matematika kurang diminati. Artikel [publikasi]. Yogyakarta: Kedaulatan Rakyat.

Drake, J. R. (2012). A critical analysis of active learning and an alternative pedagogical framework for introductory information systems courses. Journal of Information Technology Education, 11, 39-52.

Duschl, R. A., & Bybee, R. W. (2014). Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM education, 1(1), 12.

Ergül, R., Şımşeklı, Y., Çaliş, S., Özdılek, Z., Göçmençelebı, Ş., & Şanli, M. (2011). The effects of inquiry-based science teaching on elementary school students’science process skills and science attitudes. Bulgarian Journal of Science & Education Policy, 5(1).

Fitriani, N. R., Widiyatmoko, A., & Khusniati, M. (2016). The effectiveness of ctl model guided inquiri-based in the topic of chemicals in daily life to improve students’learning outcomes and activeness. Jurnal Pendidikan IPA Indonesia, 5(2), 278-283.

Friedel, C., Irani, T., Rudd, R., Gallo, M., Eckhardt, E., & Ricketts, J. (2008). Overtly teaching critical thinking and inquiry-based learning: A comparison of two undergraduate biotechnology classes. Journal of agricultural education, 49(1), 72-84.

Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209-215.

Harlen, W. (2000). Teaching, Learning, and Assessing Science 5-12, 3rd edition. New York: SAGE Publications Ltd.

Harris, C. J., & Rooks, D. L. (2010). Managing inquiry-based science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21(2), 227-240.

Khusniati, M. (2012). Pendidikan Karakter Melalui Pembelajaran IPA. Jurnal Pendidikan IPA Indonesia, 1(2), 204-210.

Klausmeier, H.J & William Goodwin. (1971). Learning and human abilities: educational psychology, Fourth Edition. New York: Harper & Row Publisher.

Koretsky, C. M., Petcovic, H. L., & Rowbotham, K. L. (2012). Teaching Environmental Geochemistry: An Authentic Inquiry Approach. Journal of Geoscience Education, 60(4), 311-324.

Kurniawan, A. D. (2013). Metode Inkuiri Terbimbing dalam Pembuatan Media Pembelajaran Biologi untuk Meningkatkan Pemahaman Konsep dan Kreativitas Siswa SMP. Jurnal Pendidikan IPA Indonesia, 2(1), 8-11.

Lawson, A. E. (2010). Teaching inquiry science in middle and secondary schools. Sage.

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.

Panasan, M., & Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry-Based Learning Activities. Online Submission, 6(2), 252-255.

Prokop, P., Tunnicliffe, S. D., Kubiatko, M., Hornáčková, A., & Usak, M. (2011). The role of teacher in students’ attitudes to and achievement in palaeontology. Energy Educ Sci Technol Part B, 3(1), 29-45.

Reiter, S. (2015). Meaningful Learning in Special Education Teaching and Learning Based on the Cycle of Internalized Learning: A Review. Open Journal of Social Sciences, 3(09), 103-111

Schwartz, R. S., & Crawford, B. A. (2006). Authentic scientific inquiry as context for teaching nature of science. Scientific inquiry and nature of science, 331-355.

Sukma, M. C., & Ibrahim, M. (2016). Developing materials for active learning of guided inquiry-integrated bowling campus on the topic of sense of hearing and sonar system of living organism. Jurnal Pendidikan IPA Indonesia, 5(2), 256-260.

Vieira, R. M., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54.

Wijayanto. (2011). Pembelajaran sains untuk mengembangkan karakter unggul. In Proceedings of Sains National Seminar. Semarang.

DOI: https://doi.org/10.15294/jpii.v6i1.4851

Refbacks

  • There are currently no refbacks.


Bookmark and Share