scholarly journals Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Aktivitas dan Hasil Belajar IPA Fisika Siswa SMP

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Nini Karlina ◽  
La Sahara ◽  
Luh Sukariasih
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Subject Matter ◽  
Science Learning ◽  
Junior High ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Class Viii

This study aims to : (1) describe the learning activities of students in learning science especially in the study of physics on the subject matter of light and optical devices in students of class VIII Togomangura Satap Junior High School taught through the guided inquiry learning model; (2) describing the improvement of science learning outcomes in the study of the physical subject matter of light and optical devices in grade VIII students of Togomangura Satap Junior High School which are taught through guided inquiry learning models; (3) describe the increase in completeness of natural science learning, especially in the physics study of eighth grade students of Togomangura Satap Junior High School who are taught by applying the guided inquiry learning model. The subjects of this study were all eighth grade students of Togomangura Public Middle School with 18 students, consisting of 11 men and 7 women. The data collection technique was carried out by observation and student learning achievement test in the form of a description test. Data analysis techniques using descriptive  statistics. Based on the results of data analysis and discussion, it can be concluded that: (1) the learning activities of students by applying the guided inquiry learning model in each cycle tend to increase and improve in each unit of student activity. This is indicated by the acquisition of an average score of cycle I of 2,6 which belongs to the sufficient category and increased in cycle II to 3,8 which belongs to the good category; (2) science learning outcomes of students in class VIII Togomagura Satpap can be improved by applying the guided inquiry learning model to the subject matter of light and optical devices, where in cycle I is obtained an average value of 59,2 with a standard deviation of 22,9 and at cycle II obtained an average value of 65,6 with a standard deviation of 23,4; (3) completeness of science learning for students of class VIII Togomagura Satpap Junior High School taught through the use of guided inquiry learning models in each cycle tends to increase, where in cycle I the percentage of mastery learning outcomes is 27,8 % and in cycle II is 66,7 % . 

scholarly journals Peningkatan Kemampuan Mengidentifikasi Unsur Intrinsik Novel Remaja Asli atau Terjemahan Dengan Mengimplementasikan Model Pembelajaran Inkuiri Pada Siswa Kelas VIII Semester Genap Tahun Pelajaran 2015/2016 di Smp Negeri 25 Bandarlampung

Kelasa ◽  
2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Akhmad Baidowi
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Material ◽  
School Year ◽  
Class Viii

This research is motivated by the difficulty of students identifying the intrinsic elements of teen novels. The reason is that the learning model presented by the teacher is less interactive. Teaching and learning activities are still dominated by teachers. In general, the formulation of the problem of this research is How to improve the ability to identify the intrinsic elements of the original teen novel or translation by implementing the inquiry learning model in the eighth grade students of the even semester of the 2015/2016 school year in Bandarlampung State Middle School. The method used in this study is classroom action research. The purpose of this study was to describe an increase in the ability to identify the intrinsic elements of the original adolescent novel or translation with the inquiry learning model in class VIII students of State Junior High School 25 Bandar Lampung in the 2015/2016 school year. The implementation of the inquiry learning model was able to improve the ability to identify the intrinsic elements of the original teen novel or translation. The results of the study as many as 3 cycles showed an increase in learning outcomes. The first cycle learning outcomes with learning materials identified the teenage novel characters, 76% class absorption, students finished 78.9% KKM, and KKM 21% students did not complete. The learning outcomes of the second cycle of learning material explained the theme and background of the adolescent novel, the absorption of students rose to 79%, students who had completed KKM rose to 84%, while those who did not complete learning dropped to 16%. After going through repairs together with the collaborator, the learning outcomes of the third cycle of the learning material described the novel's teenage plot succeeded in increasing the absorption of students to 85%, students completing learning to 96%, and students who had not completed learning dropped to 5%. These results are in accordance with the research target, namely 95% of students complete the KKM and 85% class absorption.Based on the data from the actions taken, it can be concluded that the application of the inquiry learning model was able to improve the ability to identify the intrinsic elements of teen novels in class VIII of State Junior High School 25 Bandar Lampung 2015/2106.  AbstrakPenelitian ini dilatarbelakangi adanya kesulitan siswa mengidentifikasi unsur instrinsik novel remaja. Penyebabnya adalah model pembelajaran yang disajikan oleh guru kurang interaktif. Kegiatan belajar mengajar masih didominasi oleh guru. Secara umum rumusan masalah penelitian ini adalah Bagaimana meningkatkan kemampuan mengidentifikasikan unsur intrinsik novel remaja asli atau terjemahan dengan mengimplementasikan model pembelajaran inkuiri pada siswa kelas VIII semester genap tahun pelajaran 2015/2016 di SMP Negeri 25 Bandarlampung. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas. Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan mengidentifikasikan unsur intrinsik novel remaja asli atau terjemahan dengan model pembelajaran inkuiri pada siswa kelas VIII SMP Negeri 25 Bandarlampung tahun pelajaran 2015/2016. Implementasi model pembelajaran  inkuiri ternyata  mampu meningkatkan kemampuan mengidentifikasikan unsur intrinsik novel remaja asli atau terjemahan.  Hasil penelitian sebanyak 3 siklus menunjukkan adanya peningkatan hasil belajar. Hasil pembelajaran siklus satu dengan materi pembelajaran mengidentifikasi karakter tokoh novel remaja, daya serap kelas 76%, siswa tuntas KKM 78,9 %, dan siswa  belum tuntas KKM 21%.   Hasil pembelajaran siklus dua materi pembelajaran menjelaskan tema dan latar novel remaja,  daya serap siswa naik menjadi 79%, siswa yang sudah tuntas KKM naik menjadi 84%, sedangkan yang belum tuntas belajar turun menjadi 16%. Setelah melalui perbaikan bersama kolabolator, hasil pembelajaran siklus  ketiga materi pembelajaran  mendeskripsikan alur novel remaja berhasil meningkatkan daya serap siswa menjadi 85%, siswa tuntas belajar menjadi 96 %, dan siswa yang belum tuntas belajar turun menjadi 5%. Hasil ini sudah sesuai dengan target  penelitian yaitu 95 % siswa tuntas KKM dan daya serap kelas 85%. Berdasarkan data hasil tindakan yang dilakukan, dapat disimpulkan bahwa implementasi model pembelajaran inkuiri mampu meningkatkan kemampuan mengidentifikasi unsur intrinsik novel remaja pada siswa kelas VIII SMP Negeri 25 Bandarlampung tahun pelajaran 2015/2106.  

scholarly journals Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills

2019 ◽  
Vol 7 (3) ◽  
pp. 205 ◽  
Author(s):  
Muhammad Zaky
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.

scholarly journals The Effect Of Problem Solving Learning Model Containing Science Literacy on Students’ Learning Competencies at Junior High School 29 Padang

2019 ◽  
Vol 4 (1) ◽  
pp. 161
Author(s):  
Yayat Mutia Ardi ◽  
Rahmawati Rahmawati ◽  
Irma Leilani Eka Putri ◽  
Syamsurizal Syamsurizal
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Junior High School ◽  
Scientific Literacy ◽  
Junior High ◽  
Learning Model ◽  
Research Instrument ◽  
Addictive Substance ◽  
Class Viii

The research problem at Junior High School 29 Padang is the science learning process that takes place centered on the teacher, the low learning competency of the students, has not used a learning model that contains sains literacy, and low scientific literacy skills. Efforts that can be done are applying the problem solving learning model with scientific literacy. This research was conducted at Junior High School 29 Padang in material of KD 3.6 about additives and addictive substance. This research is an experimental research using the Randomized Control Group Posttest Only Design. The study population was all grade VIII students of Junior High School 29 Padang. Sampling was taken by using purposive sampling technique. Class VIII.3 as the experimental class and class VIII.5 as the control class. The instruments used in the form of posttest questions, observation sheets. The research instrument used was a test of learning outcomes. The research instrument used was a test of learning outcomes. The results of the t test were known that in the knowledge competency tcount> t table (3,02>1.67). the attitude competency tcount> t table (5.38>1.67) and the skills competency tcount> t table (4,39>1.67). This showed that the hypothesis was accepted. So, it can be concluded that the application of a problem solving model with scientific literacy on additives and addictive substance can improve the competency of knowledge, attitudes, and skills of Junior High School 29 Padan students. 

scholarly journals IMPROVING THE LEARNING OUTCOMES OF KNOWLEDGE AND INQUIRY SKILL DOMAIN ON THIRD GRADE STUDENTS OF SMP NEGERI 14 KENDARI THROUGH THE GUIDED INQUIRY LEARNING MODEL ASSISTED BY SCIENCE KIT

2019 ◽  
Vol 4 (2) ◽  
pp. 175
Author(s):  
Luh Sukariasih ◽  
I Gede Purwana Edi Saputra ◽  
Fahrudi Ahwan Ikhsan ◽  
Andri Estining Sejati ◽  
Khaerun Nisa
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Inquiry Skill ◽  
Class Viii

The study aims to improve the learning outcomes in the field of knowledge and inquiry skill in class VIII 5 SMP Negeri 14 Kendari on the subject matter of light in atmosphere as the effect of applying the guided inquiry learning model assisted by science KIT. The method of the study used a classroom action research with research design is cycle model. The research subject is the students of class VIII 5 SMP Negeri 14 Kendari in the academic year 2016/2017 which consist of 26 students. The learning data achievements of the learners' realm were obtained through the learning result test (cycle test), the skill data of the learners were obtained through the inquiry sheet, and then was analyzed used the descriptive statistics.  Results of data analysis are: 1) learning outcomes increased from 60,31 in cycle I to 75 in cycle II; 2) the students group inquiry skill increased form average value 2.68 (enough category) in the cycle I to 3.15 (good category) in cycle II; 3) the students mastery learning percentage increase from 42.31% (11 students) in cycle I to 77% (20 students) in cycle II. It could be concluded that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain on Class VIII 5 SMP Negeri 14 Kendari in the subject matter of light in atmosphere. Keywords: guided inquiry, inquiry skills, learning outcomes,science KIT.   References Ahmadi, L. (2015). Pemanfaatan Alat KIT pada Pembelajaran.Gorontalo: Universitas Negeri Gorontalo. Aksa, F.I., Utaya, S., & Bachri, S. (2019). Geografi dalam Perspektif Filsafat Ilmu. Majalah Geografi Indonesia,33(1), 43-37. Amaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning?. Jurnal Sosial Humaniora, 10(2), 59-70. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (A. Priantoro, Trans.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Depdiknas. (2004). Kurikulum Mata PelajaranSains SMP danMTs.Jakarta: Depdiknas. Greenwald, R.R.,&Quitadamo, I.J. (2014). A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course. The Journal of Undergraduate Neuroscience Education, 12(2), 100-106. Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119-130. Hidayati, D.N., Amaluddin, L.O., & Surdin. (2016). The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject. Social Science, Education and Humanities Research,9(1), 367-371. Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2015). Guided Inquiry: Learning In The 21st Century(2nd ed.). California: Libraries Unlimeted. Mulyana, S., Rusdi, & Vivanti, D. (2018). The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcome. Indonesian Journal of Science and Education, 2(1), 105-109. Niana, R., Sarwanto, & Ekawati, E.Y. (2016). The Application of Guided Inquiry Model on Physic Learning to Improve Scientific Attitude and Students Analysis Ability. Proceedings of the 2nd International Conference on Teacher Training and Education Sebelas Maret University,2(1), 605-615. Piaget, J. (1970). Science of Education and the Psychology of The Child. New York: Wiley. Putra, M.I.S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers.JPII, 5(1), 83-93. Riduwan. (2015). Dasar-Dasar Statistika. Bandung: Tarsito. Sanjaya, W. (2014). Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group. Sapriya. (2014). Pendidikan IPS. Bandung: RemajaRosdaKarya. Sarwi, S.,& Prayitno, W.W. (2016). Implementation of Guided Inquiry Physics Instruction to Increase An Understanding Concept and to Develop The Students Character Conservation. JurnalPendidikanFisika Indonesia,12(1), 1-7. Sitorus, H.H., Hasruddin, & Edi, S. (2017). The Influence of Inquiry Learning Model on Student’s Scientific Attitudes in Ecosystem Topic at MTs. Daarul Hikmah Sei Alim (Islamic Junior High School) Asahan. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(11), 170-175. Sohibun. (2014). Penerapan Strategi Belajar Dengar Lihat Kerjakan (Delikan) Berbasis Laboratorium Mini terhadap Ketrampilan Proses Sains (KPS) Siswa SMA Kelas X MIA. Jurnal Imliah Edu Research, 3(1), 53-67. Sudjana, N. (2014). Penelitian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya. Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan   R&D. Bandung: Alfabeta. Tim Direktorat Pembinaan SMP. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama. Jakarta: Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Pertama. Wardani, S., Nurhayati, S., & Safitri, A. (2015). The Effectiveness of the Guided Inquiry Learning Module towards Students’ Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594. Yewang, M.U.K., Degeng, I.N.S., Setyosari, P., & Sulton. (2016). The Effect of Guided Inquiry Learning Method VS Free Inquiry Against Learning Outcomes. International Conference on EducationUM, 561-568. Zaini, M. (2016). Guided Inquiry Based Learning on the Concept of Ecosystem Toward Learning Outcomes and Critical Thinking Skills of  High School Student. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 50-55.   Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals IMPLEMENTATION OF PEER INSTRUCTION INTEGRATED GUIDED INQUIRY LEARNING TO INCREASE ARGUMENTATION SKILL OF SCIENCE JUNIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Nova Julianti ◽  
Azhar Azhar ◽  
Muhammad Nasir
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Inquiry Learning ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Peer Instruction ◽  
Guided Inquiry ◽  
School Students

This research aimed to know the differences in the science physics argumentation skills of students learning with the Peer Instruction Integrated Guided Inquiry Learning model and conventional learning. The research method used was quasy experiment with posttest only control design. The research population was all eighth grade students of Junior High School (SMP) 3 Pekanbaru. Samples were taken from two classes chosen by simple random sampling, namely class VIII5, totaling 36 students as the experimental class and class VIII4, totaling 36 students as the control class. The research instrument used a test argumentation skills. Data collection techniques through argumentation skills tests, after the learning process is carried out in both classes. Data were analyzed descriptively by looking at the results of students' argumentation skills scores and inferential using the T-test. The results of descriptive analysis showed that the experimental class argumentation skills were good enough, while the control class categorized was less good with a difference of 22.84%. Inferential there were significant differences in students' argumentation skills in class learning vibration and wave material with Peer Instruction Integrated Guided Inquiry Learning model to conventional class. The use of Peer Instruction Integrated Guided Inquiry Learning model in learning science of physics of vibration and wave material in class VIII5 of SMP 3 Pekanbaru, can increase the ability of students' argumentation skills.

scholarly journals Hasil Belajar Kognitif Siswa dengan Pendekatan Saintifik Pada Sekolah Menengah Pertama Di Palangka Raya

2020 ◽  
Vol 11 (2) ◽  
pp. 222-230
Author(s):  
Hadma Yuliani ◽  
Resa Yulianti ◽  
Mariati Mariati ◽  
Cici Herianto
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Junior High ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Experimental Methods ◽  
Learning Model ◽  
Junior High Schools ◽  
Guided Inquiry ◽  
Class Viii

This study aims to determine the increase in cognitive learning outcomes of students in junior high schools in Palangkaraya using a scientific approach that uses a guided inquiry learning model, CLIS (Children's Learning in Science), and experimental methods in learning physics of simple aircraft subjects. This research uses a quantitative approach and the type of research is descriptive. The instrument used was a cognitive learning achievement test. The population in this study were all junior high schools in Palangka Raya City. In taking a sample using cluster sampling techniques, namely SMP Negeri 7 Palangka Raya and MTs An-Nur Palangka Raya. The research sample is class VIII - B in SMP 7 Palangka Raya, and class VIII-A, and VIII - B for MTs An-Nur Palangka Raya. The results of the study concluded that an increase in students' cognitive learning outcomes in junior high schools in Palangka Raya after applying an approach that uses the guided inquiry learning model, CLIS, and experimental methods obtained an average N-gain in a row of 0.47; 0.57; and 0.50. So, increasing student learning outcomes in junior high schools in Palangka Raya uses a scientific approach that uses the guided inquiry learning model, CLIS, and experimental methods in learning physics in simple aircraft subjects in the medium category.

scholarly journals PENERAPAN MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, AND SATISFACTION) UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA

2019 ◽  
Vol 2 (1) ◽  
pp. 28-38
Author(s):  
Nur Ismiyati
Keyword(s):  
High School ◽  
Action Research ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Learning Model ◽  
Student Activities ◽  
Class Viii ◽  
Interest Assessment

This research is a classroom action research that aims to improve mathematics learning in class VIII Junior High School 1 at Bontonompo through the ARIAS learning model. The problem in this research are less then 75% of students have mathematics learning under KKM and students less learning activites. The research was carried out during two cycles. The obtained data were analyzed qualitatively and quantitatively. Based on the results of the research in Cycle I, only 26% of students fulfilled the KKM value were continued to Cycle II and the results met individual and classical completeness is 78% of students fulfilled KKM scores and student activities increased. Keywords : ARIAS Learning Model, Activity, Learning Outcomes

scholarly journals The Differences Between Learning Model of Inquiry and Direct Instruction Toward Learning Outcomes of Discus Throw

2021 ◽  
Vol 6 (1) ◽  
pp. 20-27
Author(s):  
Andrew Sinulingga ◽  
Deny Pradana Saputro ◽  
Andi Nova
Keyword(s):  
High School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Inquiry Learning ◽  
Learning Model ◽  
Average Value

Determination of the learning model in the process of teaching and learning activities will determine the success of students, especially in physical education lessons. A Teacher is demanded to be able to choose the right learning model according to the needs in the field. The study in this research means to find out the differences of learning model of inquiry and direct instruction on learning outcomes of discus throw. The subject of the study is students of grade IX in State Junior High School 3 Pekanbaru. The research method is an experiment, which each group is 15 students in inquiry learning models and in direct instruction models. The instrument in this research is the discus throw which consists of the phases of holding the discus, beginning, throwing, and followthrough. T-test is analysis technique of the data in this study by presenting two different learning groups. The result of the research is found the difference of the learning outcomes of discus throwing on students of grade IX in state junior high school 3 Pekanbaru by implementing both of inquiry learning model and direct instruction in learning of discus throw. Inquiry learning model in this study shows better results than direct instruction. The gain of an average value of student amount 13.5, whereas the average value of students in direct instruction is 12.0. So that it can be concluded that the inquiry learning model is better tobe implemented for learning of physical education especially on discus throw lesson than the implementation of direct instruction in State Junior High School 3 Pekanbaru.

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