2.png)
4.png){kind=logo}
6.png)
Inkuiri Terbimbing Sebagai Cara Meningkatkan Penguasaan Keterampilan Proses Sains Siswa Kelas X MIA SMA
Abstract
The purpose of this study is to improve science process skill (SPS) mastery of tenth graders using guided inquiry. Research design is classroom action research. Data taken by direct observation and analyzing the students' worksheet. Student worksheets analyzed by comparing to the SPS indicator from Harlen and Rustaman. Data analysis using descriptive method. It can be concluded that 1) application of guided inquiry can improve the students’ skill mastery. 2) Students will felt uncomfortable when moved from traditional learning class to guided inquiry without prior adaptation, impeding learning process, lowering students' perform and achievement. 3) Inquiry should be applied gradually, based on the condition and situation of the students, particularly when students used to traditional teaching.
Keywords
Full Text:
PDFReferences
Bell, R. L., Mulvey, B. K., & Maeng, J. L. (2012). Beyond understanding: Process skills as a context for nature of science instruction. In M. S. Khine (Ed.). Advances in nature of science research (pp. 225-245). Dordrecht: Springer. doi: 10.1007/978-94-007-2457-0_11.
Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.
Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick, & N. G. Lederman (Eds.). Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 1-14). Dordrecht: Springer.
Chin, C., & Kayalvizhi, G. (2005). What do pupils think of open science investigations? A study of Singaporean primary 6 pupils. Educational Research, 47(1), 107–126. doi: 10.1080/0013188042000337596
Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42–44.
Hancer, A. H., & Yilmaz, S. (2007). The effects of the characteristics of adolescence on the science process skills of the child. Journal of Applied Science, 7(23), 3811-3814. doi: 10.3923/jas.2007.3811.3814.
Harlen, W. (2004). Evaluating inquiry-based science developments: Paper commisioned by by the National Research Council in preparation for a Meeting on the Status of Evaluation of Inquiry-Based Science Education. Cambridge: National Academy of Sciences. Education, 26(1), 14-17.
Harlen, W. (2006). Teaching, learning and assessing science 5-12 (4th ed). London: SAGE.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science Education, 88(1), 28-54. doi: 10.1002/sce.10106.
Karslı, F., & Ayas, A. (2014). Developing a laboratory activity by using 5e learning model on student learning of factors affecting the reaction rate and improving scientific process skills. Procedia - Social and Behavioral Science, 143, 663-668. doi: 10.1016/j.sbspro.2014.07.460.
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin, & Y. S. Lincoln (Eds.). Strategies of qualitative inquiry (Vol. 2, pp. 271-330). Thousand Oaks, CA: Sage.
Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66-78. doi: 10.1080/09500693.2012.721942
Lati, W., Supasorn, S., & Promarak, V. (2012). Enhancement of learning achievement and integrated science process skills using science inquiry learning activities of chemical reaction rates. Procedia – Social and Behavioral Science, 46, 4471-4475. doi: 10.1016/j.sbspro.2012.06.279.
Lederman, N. G. (2006). Syntax of nature of science within inquiry and science instruction. In L. B. Flick, & N. G. Lederman (Eds.). Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 301-317). Dordrecht: Springer.
Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. The Science Teacher, 69(2), 34-37.
Ogan-Bekiroğlu, F., & Arslan, A. (2014). Examination of the effects of model-based inquiry on students’ outcomes: Scientific process skills and conceptual knowledge. Procedia - Social and Behavioral Science, 141, 1187-1191. doi: 10.1016/j.sbspro.2014.05.202.
Pedaste, M., Mäeots, M., Siiman, L. A., Jong, T. D., Riesen, S. A., Kamp, E. T., . . . Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi: 10.1016/j.edurev.2015.02.003.
Rustaman, N. (2005). Strategi belajar mengajar biologi [Strategies for learning and teaching in biology]. Malang: Universitas Negeri Malang.
Sugiyono. (2009). Metode penelitian pendidikan: (pendekatan kuantitatif, kualitatif, dan R&D) [Methods of educational research (qualitative, quantitative, and R&D approaches)]. Bandung: Alfabeta.
Sukarno. Permanasari, A., & Hamidah, I. (2013). The profile of science process skill (SPS) student at secondary high school (case study in Jambi). International Journal of Scientific Engineering and Research, 1(1), 79-83.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Science, 59, 110-116. doi: 10.1016/j.sbspro.2012.09.253.
Trautmann, N., MaKinster, J., & Avery, L. (2004, April 1-4). What makes inquiry so hard? (and why is it worth it?). Paper presented on the 77th annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada. Retrieved from http://www.ei.cornell.edu/pubs/NARST_04_CSIP.pdf.
Wilke, R. R., & Straits, W. J. (2005). Practical advice for teaching inquiry-based science process skills in the biological sciences. American Biology Teacher, 67(9), 534-540. doi: 10.2307/4451905.
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. doi: 10.1002/sce.20259.
DOI: https://doi.org/10.20961/bioedukasi-uns.v10i1.8476
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Bioedukasi: Jurnal Pendidikan Biologi
|
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.