Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains

Yuliana Subekti, Ariswan Ariswan

Abstract


Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika siswa dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Jenis penelitian ini adalah penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 9 Yogyakarta pada semester genap tahun ajaran 2014/2015 yaitu 192 siswa. Sampel dipilih sebanyak dua kelas dengan menggunakan teknik cluster randomized sampling yaitu 64 siswa. Aspek keterampilan proses sains yang diteliti yaitu pengamatan, pelaksanaan penelitian, pengkomunikasian, peramalan dan penyimpulan. Teknik analisis data yang digunakan adalah uji MANCOVA dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan hasil belajar fisika aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika pada siswa kelas X di SMA Negeri 9 Yogyakarta dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen.

Kata Kunci: model pembelajaran inkuiri terbimbing, metode eksperimen, keterampilan proses sains, hasil belajar aspek kognitif.

 

The Physics Learning with Experimental Methods to Increase Cognitive Aspects of Learning Outcomes and Science Process Skills

 

Abstract

This study aims to investigate whether there is an increase of the cognitive aspects of learning outcomes and science process skills in terms of the first physics ablility with guided inquiry learning model through the experimental method. This type of research is quasi experimental research. The study population was all students of class X in SMA N 9 Yogyakarta in the second semester of 2014/2015 academic year as many as 192 students. The samples were as many as two classes using cluster randomized sampling technique  were 64 students. The aspects of the science process skills were constructing observations, conducting research, communicating, predicting and making inferences. The data were analyzed using MANCOVA with the significance level of 0.05. The results of the study show that there is a significant increase of the cognitive aspect of physics learning outcomes and science process skills in terms of the firts physics ability of the class X students in SMA N 9 Yogyakarta with guided inquiry learning model through the experimental methods.

Keywords: guided inquiry learning model, experimental method, science process skills, cognitive aspects of learning outcomes


Keywords


model pembelajaran inkuiri terbimbing; metode eksperimen; keterampilan proses sains; hasil belajar aspek kognitif

Full Text:

FULLTEXT PDF

References


Alberta Education. (2004). Focus on inquiry. Canada: Alberta Education.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing. New York: Addison Wesley Longman, Inc.

Asminah, D. R. (2010). Pembelajaran fisika dengan metode inkuiri terbimbing dan inkuiri training ditinjau dari kemampuan awal dan aktifitas siswa. Tesis, tidak dipublikasikan. Universitas Sebelas Maret Surakarta.

Bloom, B. S., Engelhart, M. D., & Furst, E. J., et al. (1956). Taxonomy of educational objectives. New York: David McKay Company, Inc.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: brain, mind, experience and school. Washington D.C: National Academy Press.

Chebii, R., Wachanga, S., & Kiboss, J. (2012). Effects of science process skills mastery learning approach on students’ acquisition of selected chemistry practical skills in school. Creative Education, 3(1), 1291-1296.

Dimyati & Mudjiono. (1999). Belajar dan pembelajaran. Jakarta: Rineka Cipta.

Djamarah, S. B., & Zain, A. (2010). Strategi belajar mengajar. Jakarta: Rineka Cipta.

Jack, G. U. (2013). Concept mapping and guided inquiry as effective techniques for teaching difficult concepts in chemistry: effect on students’ academic achievement. Journal of Education and Practice, 4(1), 9-15.

Joyce & Weil. (2003). Model of teaching (3rd ed). New Delhi: Prentice Hall of India Private Limited.

Kuhlthau,C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century school. USA: Libraries Unlimited, Inc.

Kumar, A., Singh, S., & Chakrabarty, J., et al. (2006). Teaching of science. New Delhi: National Council of Educational Research and Training.

Lee, W. J., Puspitasari, K. A., & Kim, H. Y., et al. (2006). The effects of guided inquiry questions on students’ critical thinking skills and satisfaction in online argumentation. Journal of Florida, 1(1), 156-162.

Mariana, I. M. A., & Praginda, W. (2009). Hakikat IPA dan pendidikan IPA. Bandung: PPPPTK IPA.

Martin, M. O., Mullis, I. V. S., & Foy, P. (2008). TIMSS 2007 international science report findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. Boston: International Association for the Evaluation of Educational Achievement (IEA).

McBride, J. W., Bhatty, M. I., & Hannan, M. A., et al. (2004). Using an inquiry approach to teach science to secondary school science teachers. Journal Physics Education, 5(2), 1-6.

Mulyasa, E. (2011). Menjadi guru professional: menciptakan pembelajaran yang kreaktif dan menyenangkan. Bandung: PT Remaja Rosda Karya.

Ozdilek, Z., & Bulunuz, N. (2009). The effect of a guided inquiry method on pre-service teachers’ science teaching self-efficacy beliefs. Journal of Turkish Science Education, 6(1), 24-42.

Prakosa, Ibnu. (2011). Pembelajaran inkuiri terbimbing menggunakan metode demonstrasi dan metode eksperimen ditinjau dari keingintahuan dan perhatian siswa. Tesis, tidak dipublikasikan. Universitas Sebelas Maret Surakarta.

Rankin, L. (2006). Assessing process skills: A professional development curriculum from the institute for inquiry. San Francisco: Exploraturium.

Republik Indonesia. (2003). Undang-Undang RI nomor 20, tahun 2003, tentang standar nasional pendidikan.

Suparno, P. (2007). Metodologi pembelajaran fisika. Yogyakarta: Universitas Sanata Dharma

Syah, M. (1995). Psikologi pendidikan dengan pendekatan baru. Bandung: PT. Remaja Rasdakarya.

Tavalin, F. (2002). A Guide to inquiry-based study groups. USA: United States Department of Education.

Vlassi, M., & Karaliota, A. (2013). The comparison between guided inquiry and traditional teaching method. A case study for the teaching of the structure of matter to 8th grade Greek students. Procedia - Social and Behavioral Sciences, Greece, 93(4), 494-497.

Villagonzalo, E. C. (2014). Process oriented guided inquiry learning: an effective approach in enhancing students’ academic performance. DLSU Research Congress ,2 (1), 1-6.




DOI: https://doi.org/10.21831/jipi.v2i2.6278

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Jurnal Inovasi Pendidikan IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Inovasi Pendidikan IPA indexed by:

Creative Commons License
Jurnal Inovasi Pendidikan IPA by http://journal.uny.ac.id/index.php/jipi/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN: 2406-9205 | e-ISSN: 2477-4820

View My Stats