Hubungan keterampilan bertanya guru dengan hasil belajar kognitif IPAS materi cerita tentang daerahku kelas IV SD

Indah Permatasari, Sandra Bayu Kurniawan

Abstract

Thoughtful questioning by teachers is essential for fostering students' critical thinking skills and actively involving them in the learning process. This study aims to determine the relationship between teacher questioning skills and cognitive learning outcomes in IPAS topic "Stories About My Region" of grade IV elementary school students in Pedan district for the 2024/2025 academic year. This study adopted a quantitative methodology, incorporating an ex post facto design and correlational analysis. Data were collected using a Guttman scale questionnaire for teacher questioning skills and an essay test for IPAS cognitive learning outcomes. We obtained a sample of 67 students from the elementary school of Muhammadiyah Al-Bayyin, elementary school of 1 Keden, and elementary school of 1 Ngaren was selected using cluster random sampling. The analysis used point biserial correlation and simple linear regression tests. The findings indicated a significant positive correlation (p = 0.041, r = 0.250), although categorized as low. Teacher questioning skills also significantly influenced students' cognitive learning outcomes ( = 0.063). Teachers who are skilled at asking questions tend to foster greater cognitive development in their students. This finding implies that improving teacher questioning skills, especially in advanced questioning techniques and providing sufficient thinking time, is necessary to optimize student learning outcomes.

Keywords

teacher questioning skills, cognitive learning outcomes, IPAS, stories about my region, elementary school

References

[1] E. İ. Aka, “An investigation into prospective science teachers' attitudes towards laboratory courses and self-efficacy beliefs in laboratory use,” Int. J. Environ. Sci. Educ., vol. 11, no. 10, pp. 3319–3331, 2016.

[2] N. K. Armini, “Evaluasi metode penilaian perkembangan peserta didik dan pendidikan karakter dalam kurikulum merdeka pada sekolah dasar,” Metta: J. Ilmu Multidisiplin, vol. 4, no. 1, pp. 98–112, 2024.

[3] R. Fitriyah and N. W. Wardani, “Hubungan literasi lingkungan dan hasil belajar IPAS,” J. Pendas Indo, vol. 8, no. 2, pp. 237–243, 2022.

[4] A. Purnomo, A. Candra, and R. Sari, “Hubungan keterampilan bertanya dengan hasil belajar matematika,” J. Basicedu, vol. 3, no. 4, pp. 1–6, 2019.

[5] R. Pradana, H. Mahfud, and A. Supianto, “Penerapan keterampilan bertanya guru untuk meningkatkan keaktifan peserta didik di kelas V SDN Sentul,” Didakt. Dwija Indria, vol. 12, no. 1, pp. 86–92, 2024.

[6] E. Aprianti, D. Runtulalo, and A. M. H. Zaifullah, “The volumetric analysis of porous mixture containing modified plastic waste,” IOP Conf. Ser.: Earth Environ. Sci., vol. 921, no. 1, p. 012075, 2021.

[7] N. D. Lestari, “Analisis penerapan Kurikulum 2013 dalam meningkatkan kualitas pembelajaran ekonomi di SMAN se-Kota Palembang,” J. Neraca: J. Pendidik. Ilmu Ekon. Akuntansi, vol. 2, no. 1, p. 202, 2018.

[8] D. Nurdiansyah, “Penerapan keterampilan bertanya guru dalam pembelajaran,” J. Kependidikan, vol. 9, no. 1, pp. 45–52, 2019.

[9] N. Purnama Sari, “Analisis keterampilan bertanya lanjut guru pada mata pelajaran ilmu pengetahuan alam,” Cahaya Pendidik., vol. 6, no. 2, pp. 139–148, 2020.

[10] A. Indrawan and A. Iklimah, “Individual-based versus group-based instructions in classical guitar teaching at Indonesian tertiary arts education,” Catharsis: J. Arts Educ., vol. 12, no. 1, pp. 1–15, 2023.

[11] S. Lestari, “Keterampilan bertanya lanjut dalam upaya membiasakan peserta didik gemar bertanya dan menyampaikan pendapat dengan benar dalam proses pembelajaran,” J. Ilm. PGSD, vol. 7, no. 2, pp. 104–108, 2015.

[12] Sugiyono, Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta, 2020.

[13] E. Lestari and M. R. Yudhanegara, Penelitian pendidikan kuantitatif, kualitatif dan R&D. Bandung: Refika Aditama, 2017.

[14] M. Akıllı and S. Kıngır, “Enhancing students’ science achievement through productive science questioning: A quasi-experimental study,” Res. Sci. Educ., vol. 51, no. 3, pp. 889–908, 2021.

[15] P. S. Çetin, “Investigating preservice science teachers’ STEM awareness and their questioning skills,” Sci. Educ. Int., vol. 31, no. 4, pp. 356–364, 2020.

[16] N. Wahyulestari, “Implementasi keterampilan bertanya guru dalam pembelajaran,” J. Pendidik., vol. 7, no. 2, pp. 203–210, 2018.

[17] N. Sugraha, “Implementasi teori belajar konstruktivisme dalam pembelajaran sains,” Humanika: Kajian Ilmiah Mata Kuliah Umum, vol. 19, no. 2, pp. 121–138, 2019.

[18] M. F. Rosyid and U. Baroroh, “Teori belajar kognitif dan implikasinya dalam pembelajaran bahasa Arab,” Lisanuna: J. Ilmu Bahasa Arab dan Pembelajarannya, vol. 9, no. 1, pp. 92–110, 2020.

[19] S. Warinii, Y. N. Hidayat, and D. Ilmi, “Teori belajar sosial dalam pembelajaran,” Anthor: Educ. Learn. J., vol. 2, no. 4, pp. 566–576, 2023.

[20] F. Hidayati, “Penerapan teknik bertanya dalam meningkatkan hasil belajar,” J. Pendas, vol. 8, no. 1, pp. 78–85, 2021.

[21] E. Sulistyowati and A. Kurniawan, “Penerapan strategi Learning Start with a Question (LSQ) untuk meningkatkan keaktifan belajar IPS peserta didik kelas V,” Didakt. Dwija Indria, vol. 7, no. 4, pp. 467–474, 2019.

[22] E. Subekti, S. Kurniati, and F. Salsabila, “Peningkatan motivasi dan hasil belajar matematika melalui model pembelajaran Team Games Tournament (TGT),” Didakt. Dwija Indria, vol. 8, no. 2, pp. 130–140, 2024.

Refbacks

  • There are currently no refbacks.