scholarly journals EFFECT SCIENTIFIC INQUIRY TEACHING MODELS AND SCIENTIFIC ATTITUDE TO PHYSICS STUDENT OUTCOMES

2014 ◽  
Vol 3 (2) ◽  
pp. 22
Author(s):  
Dian Clara Natalia Sihotang
Keyword(s):  
Direct Instruction ◽  
Scientific Inquiry ◽  
Student Outcomes ◽  
Inquiry Teaching ◽  
Scientific Attitude ◽  
Teaching Models ◽  
Better Than

The objectives of this study were to determine whether: (1) the student’s achievement taught by using Scientific Inquiry Teaching Models is better than that of taught by using Direct Instruction; (2) the student’s achievement who have a high scientific attitude is better than student who have low scientific attitude; and (3) there is interaction between Scientific Inquiry Teaching Models and scientific attitude for the student’s achievement. The results of research are: (1) the student’s achievement given learning through Scientific Inquiry Teaching Models better than Direct Instruction; (2) the student’s achievement who have a high scientific attitude better than student who have low scientific attitude; and (3) there was interaction between Scientific Inquiry Teaching Models and scientific attitude for student’s achievement which this models is better to apply for student who have a high scientific attitude.

scholarly journals ANALYSIS MODEL TYPE OF COOPERATIVE LEARNING GROUP BASED ON COLLABORATIVE INVESTIGATION AND SCIENTIFIC ATTITUDE TOWARDS STUDENT LEARNING OUTCOMES PHYSICS SMA NEGERI 1 SECANGGANG

2015 ◽  
Vol 4 (2) ◽  
pp. 21
Author(s):  
Arko Alfathar Tumanggor ◽  
Sahyar .
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Group ◽  
Scientific Attitude ◽  
Physics Students ◽  
Better Than

The purposes of the research are to determine the differences between learning outcomes physics students with cooperative learning model based Collaborative Group Investigation and learning model of Direct Instruction; The difference in results between the groups studied physics scientific attitude is low and the high; Interaction between learning model with the level of scientific attitude of students in influencing student learning outcomes. The sampling technique in this study conducted in cluster random sampling of two classes, where first class as a class experiment applied cooperative learning model Group Investigation and second class as a class of control applied learning model of Direct Instruction. The instruments used in this research achievement test physics in the form of descriptions of 10 questions and instrument scientific attitude questionnaire with 22 questions that have been declared valid and reliable. From the results of this study concluded that there are differences in learning outcomes physics students with cooperative learning model Group Investigation based collaborative learning and model direct instruction learning, this means that learning outcomes of students who learned with group investigation model of learning is better than learning model of direct instruction. There are differences between groups of low scientific attitude and high scientific attitude; this means that the learning outcomes of students who have high scientific attitude is better than learning outcomes of students who have low scientific attitude. There is interaction between learning models with the level of scientific attitude of students in influencing student learning outcomes; this means that the model of good cooperative group investigation applied to students who have a high scientific attitude.

scholarly journals PERBEDAAN SIKAP ILMIAH SISWA MENGGUNAKAN MODEL PEMBELAJARAN INQUIRY TRAINING DENGAN MODEL PEMBELAJARAN DIRECT INSTRUCTION

2020 ◽  
Vol 7 (2) ◽  
pp. 174-188
Author(s):  
Dyan Wulan Sari Hs ◽  
Agus Kistian
Keyword(s):  
Standard Deviation ◽  
Direct Instruction ◽  
Learning Model ◽  
Learning Models ◽  
Scientific Attitude ◽  
Training Models ◽  
Average Value ◽  
Quasi Experimental ◽  
Alternative Choice ◽  
Scientific Attitudes

This study aims to analyze the differences in scientific attitudes of students using inquiry training learning models with direct instruction learning models. This research is a quasi-experimental study. In this study there are two classes that are used as an experimental class and a control class, the experimental class is a class that is treated with learning with inquiry training models, while the control class is a class using the direct instruction learning model. The instrument used consisted of a questionnaire to measure students' scientific attitudes in the posttest, as well as an observation sheet. The results of this study indicate that the average value of the scientific attitude of learning in the experimental class is 75.01 with a standard deviation of 7.373, while in the control class is 71.60 with a standard deviation of 7.935. The results of this research suggest that inquiry training learning model is a solution and an alternative choice for teachers in improving students' scientific attitudes. Abstrak Penelitian ini bertujuan untuk menganalisis perbedaan sikap ilmiah siswa menggunakan model pembelajaran inquiry training dengan model pembelajaran direct instruction. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Dalam penelitian ini terdapat dua kelas yang digunakan sebagai kelas eksperimen dan kelas kontrol, kelas eksperimen merupakan kelas yang diberi perlakuan pembelajaran dengan model inquiry training, sedangkan kelas kontrol adalah kelas dengan menggunakan model pembelajaran direct instruction. Instrumen yang digunakan terdiri dari berupa angket untuk mengukur sikap ilmiah siswa dalam posttest, serta lembar observasi. Hasil dari penelitian ini menunjukkan bahwa rata-rata nilai sikap ilmiah belajar pada kelas eksperimen sebesar 75,01 dengan simpangan baku sebesar 7,373, sedangkan pada kelas kontrol sebesar 71,60 dengan simpangan baku sebesar 7,935. Hasil penelitan ini menyarankan bahwa model pembelajaran inquiry training merupakan solusi dan alternatif pilihan guru dalam meningkatkan sikap ilmiah siswa. Kata Kunci: Sikap Ilmiah, Inquiry Training, Direct Instruction

scholarly journals How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Armin Baur ◽  
Markus Emden
Keyword(s):  
Science Education ◽  
Education Research ◽  
Scientific Inquiry ◽  
A Priori ◽  
Approaches To Learning ◽  
Inquiry Teaching ◽  
Science Classrooms ◽  
Inquiry Skills ◽  
Open Inquiry ◽  
Alternative Teaching

AbstractStudents are expected to learn scientific inquiry. It consists of several individual processes that need to be coordinated. Recent teaching concepts have suggested fading students into a limited set of interconnected processes, mostly using backwards-fading techniques. The efficiency of open approaches to learning has been criticized repeatedly in science education research. Following a brief discussion of previous scaffolded inquiry teaching concepts developing students into “open inquiry”, it is argued that these have been interpreted too strictly in science classrooms: (i) restricting inquiry to too few processes; (ii) delivering support to students in an all-or-nothing fashion; (iii) understanding opening of inquiry as a one-way-street insensitive to needs of momentary closing. This is not justified by the situated character of pedagogical considerations that depend on learners’ needs and potentials, teachers’ strengths and insecurities, and potential constraints from content. An alternative matrix for teaching inquiry is suggested that distinguishes five processes in four variations of openness. An example from chemistry shows that the achieved degree of openness is derived from situated considerations and is not ruled by a priori decisions on openness. Nor is this decision governed by faithfully adhering to a schematic sequence (confirmatory → structured → guided → open inquiry).

scholarly journals Application of Problem Based Learning Assisted By QR Code to Improve Mathematical Problem-Solving Ability of Elementary Teacher Education Students

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Santoso Santoso ◽  
Himmatul Ulya ◽  
Ratri Rahayu
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Direct Instruction ◽  
School Teacher ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Concept ◽  
Mathematical Problem Solving ◽  
Qr Code ◽  
Better Than

<p class="JRPMAbstractBodyEnglish">This study aims to examine the effectiveness of Problem Based Learning (PBL) assisted by QR code on students’ mathematical problem solving ability. This experimental research was carried out on students of the Elementary School Teacher Education Study ProgramUniversitas Muria Kudus in the mathematical concept course in the academic year of 2016/2017. The ability to solve mathematical problems is measured by tests. Data analysis techniques used include t-test and proportion test. The results of this study are: 1) the mathematical problem solving ability of students who learn through PBL assisted by QR code is better than the mathematical problem solving ability of students who learn through Direct Instruction learning; 2) the mathematical problem solving ability of students who are taught with PBL assisted by QR code have reached the minimum completeness criteria (MCC) and 3) the proportion of students taught with PBL assisted by QR code that has reached the MCC is better than the proportion of students studying through Direct Instruction learning that have met the minimum completeness criteria (MCC). Thus, the lecturer can develop PBL assisted by QR code to create interesting learning so that students are enthusiastic about the learning, which will have a positive effect on their mathematical problem solving ability.</p>

scholarly journals ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

2013 ◽  
Vol 2 (1) ◽  
pp. 16 ◽  
Author(s):  
Dede Parsaoran Damanik ◽  
Nurdin Bukit
Keyword(s):  
Critical Thinking ◽  
Direct Instruction ◽  
Junior High School ◽  
Training Model ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Scientific Attitude ◽  
Quasi Experimental ◽  
The Difference

This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1) test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2) test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1) There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2) there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3) There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

scholarly journals PENGARUH PEMBELAJARAN KOOPERTIF TIPE STAD TERHADAP KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR

2015 ◽  
Vol 1 (1) ◽  
pp. 128-141
Author(s):  
Rayi Siti Fitriani
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Direct Instruction ◽  
Mathematical Understanding ◽  
Mathematical Ability ◽  
Mathematical Communication ◽  
Hands On ◽  
Hands On Learning ◽  
Class Iv ◽  
Better Than

Examined the differences in mathematical ability of understanding and communication between students and Cooperative Learning STAD and students in hands-on learning. The subjects were students of class IV SDN Sarimulya II Cikampek. The study concluded: 1) The ability of the final mathematical understanding of students who received different STAD cooperative learning with the ability of students who received direct instruction. 2) The ability of mathematical communications students getting the same STAD cooperative learning with students getting hands-on learning. 3) Increased understanding of the mathematical ability of students who received STAD cooperative learning does not differ greatly from the ability of the students who received direct instruction. 4) Improving students' mathematical communication skills that got STAD cooperative learning significantly better than students who received direct instruction.

scholarly journals 一個氣功科學工作者的札記: 氣功科學的問題與思考

2001 ◽  
Vol 3 (3) ◽  
pp. 99-121
Author(s):  
Peihua NI
Keyword(s):  
Human Health ◽  
Scientific Inquiry ◽  
Scientific Theories ◽  
Scientific Attitude ◽  
Scientific Methods ◽  
Scientific Investigations ◽  
Digital Commons ◽  
Scientific Experiments ◽  
Take All

LANGUAGE NOTE | Document text in Chinese; abstract also in English.修煉氣功大有益於人的健康。但對於氣功那些令人震撼的效應，還沒有提出一套比較完整的氣功科學理論來加以解釋。然而，無法用當代已接受的科學理論來說明的現象不應一概斥之為迷信。當我們說“氣功科學”時，我們並不是說氣功已經是一門科學，而是說要以科學的態度、方法、手段和精神來對待氣功，研究氣功，努力開創一個科學探索的新領域。在這一探索中，還要注意從氣功的理論、世界觀和方法論出發來設計氣功科學實驗，而不是以常規科學的方式為萬能的或唯一正確的研究方式。Many people have noticed that practicing qigong is beneficial to human health. However, how does it work is not quite clear. Especially, there is no way to use the contemporarily accepted scientific theories to explain some strikingly impressive effects and phenomena that qigong practitioners have brought out. But we should not take all of them as superstitious simply because they cannot be brought to light by currently accepted scientific theories. Instead, we should seriously explore qigong science.When we speak "qigong science", we do not mean qigong is already a science. Rather, we mean that we ought to study qigong through scientific methods and in scientific attitude and spirit in order to open a new area for scientific inquiry. The basic spirit of science is honesty: truth is truth, and false is false. Science is not static. It is always developing. In scientific investigations of qigong, we must take notice to the special characteristics of qigong: its own theories, worldviews as well as methodologies. In designing scientific experiments on qigong, we should not take currently common scientific designing procedures and rules as absolute and universal standards. Rather, we should adapt them in ways of suiting the peculiar features of qigong practice so that useful information and results can be brought about.DOWNLOAD HISTORY | This article has been downloaded 46 times in Digital Commons before migrating into this platform.

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