Studi Komparatif Strategi Pembelajaran Inkuiri Ditinjau dari Kemampuan Kognitif Siswa SMA

Muhammad Fahrurrizal, Hadi Suwono, Herawati Susilo

Abstract


Abstract: Socio Scientific inquiry, Guided Inquiry, and Structured Inquiry are fundamental investigative learning problems and process oriented. The three strategies implemented in biology learning at the upper secondary level were then evaluated and compared. The purpose of this study was to compare the three levels of inquiry strategies in improving students' cognitive abilities. Cognitive tests used as the dependent variable in this study using anova test analysis. The results showed that the three levels of inquiry significantly improved cognitive abilities and there were significant differences in SSIq with GI and SI.

Abstrak: Socio Scientific Inquiry, Guided Inquiry, dan Structured Inquiry merupakan pembelajaran investigasi yang mendasar dari masalah dan berorientasi pada proses. Ketiga strategi tersebut dilaksanakan dalam pembelajaran mata pelajaran Biologi pada tingkat menengah atas kemudian dievaluasi dan dibandingkan. Tujuan penelitian ini adalah untuk membandingkan ketiga level strategi inkuiri dalam meningkatkan kemampuan kognitif siswa. Tes kognitif yang digunakan sebagai variabel terikat pada penelitian ini dengan menggunakan analisis uji anova. Hasil menunjukkan ketiga level inkuiri dapat meningkatkan kemampuan kognitif secara signifikan dan ada perbedaan secara signifikan SSIq dengan GI dan SI.

Keywords


comparative study; inquiry learning; cognitive ability; studi komparatif; pembelajaran inkuiri; kemampuan kognitif

Full Text:

PDF

References


Abdurrahman, A. (2018). Efektivitas dan Kendala Pembelajaran Sains Berbasis Inkuiri terhadap Capaian Dimensi Kognitif Siswa: Meta Analisis. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 2(1), 1. https://doi.org/10.24042/tadris.v2i1.1206

Aikenhead, G. (2007). Expanding the Research Agenda for Scientific Literacy. Promoting Scientific Literacy: Science Education Research in Transaction, (Vision I), 64–71.

Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Development of a Community of Inquiry in Online and Blended Learning contexts. Procedia - Social and Behavioral Sciences, 1(1), 1834–1838. https://doi.org/10.1016/j.sbspro.2009.01.324

American Association of school. (2007). Standards for the 21st Century Learner. Chicago. IL: American Library Association.

Amien, M. (1988). Mengajarkan Ilmu Pengetahuan Alam (IPA) dengan menggunakan Metode Discovery dan Inquiry. Jakarta: Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan.

Anam, R. S. (2016). Efektivitas dan Pengaruh Model Pembelajaran Inkuiri pada Pembelajaran IPA di Sekolah Dasar. Mimbar Sekolah Dasar, 2(1), 80–89. https://doi.org/10.17509/mimbar-sd.v2i1.1334

Baum, S., & Ma, J. (2013). The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series.

Brookhart, S. (2010). How To Assess Higher Order Thinking Skills In Your Classroom. United States of Amerika: ASCD Member Book.

Budiyono, A., & Hartini, H. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Keterampilan Proses Sains Siswa SMA. Wacana Didaktika, 4(2), 141–149. https://doi.org/10.31102/wacanadidaktika.4.2.141-149

Burek, K. (2012). The Impact of Socioscientific Issues Based Curriculum Involving Environmental Outdoor Education for Fourth Grade Students. Unpublished Dissertation. University of South Florida

Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using Collaborative Teaching and Inquiry Project-Based Learning to Help Primary School Students Develop Information Literacy and Information Skills. Library and Information Science Research, 33(2), 132–143. https://doi.org/10.1016/j.lisr.2010.07.017

Education, D. (2015). Directed Inquiry versus Guided Inquiry. Discovery Education Science.

Franco, A., & Almeida, L. S. (2015). Real-World Outcomes and Critical Thinking: Differential Analysis by Academic Major and Gender. Paideia, 25(61), 173–181. https://doi.org/10.1590/1982-43272561201505

Karisan, D., & Zeidler, D. L. (2016). Contextualization of Nature of Science Within the Socioscientific Issues Framework: A Review of Research. International Journal of Education in Mathematics, Science and Technology, 5, 139–152. https://doi.org/10.18404/ijemst.270186

Kementerian Pendidikan dan Kebudayaan. (2016). Jendela Pendidikan dan Kebudayaan Kurikulum 2013. In Kementerian Pendidikan dan Kebudayaan (3rd ed.). https://doi.org/10.1016/0031-9422(91)83742-4

Keselman, A. (2003). Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality. Journal of Research in Science Teaching, 40(9), 898–921. https://doi.org/10.1002/tea.10115

Kim, M., & Tan, A. L. (2011). Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from Elementary Pre-Service Teachers. International Journal of Science Education, 33(4), 465–486. https://doi.org/10.1080/09500691003639913

Kinikin, J., & Hench, K. (2013). Poster Presentations as an Assessment Tool in a Third/College-Level Information Literacy Course: an Effective Method of Measuring Student Understanding of Library Research Skills. Journal of Information Literacy, 6(2). https://doi.org/10.11645/6.2.1698

Laal, M., & Ghodsi, S. M. (2012). Benefits of Collaborative Learning. Procedia - Social and Behavioral Sciences, 31(May 2014), 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091

Lee, W. J., Kim, H. Y., Fl, T., & Jeong, A. (2010). The Effects of Guided Inquiry Questions on Students’ Critical Thinking Skills and Satisfaction in Online Argumentation. 156–162.

Liewellyn, D. (2013). Teaching High School Science Through Inquiry and Argumentation. USA: Saga Publication.

Şen, Ş., Yılmaz, A., & Geban, Ö. (2015). The Effects of Process Oriented Guided Inquiry Learning Environment on Students’ Self-Regulated Learning Skills. Problems of Education in the 21st Century, 66, 54–66.

Sothayapetch, P., Lavonen, J., & Juuti, K. (2013). Primary School Teachers’ Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK). Uropearn Journal of Science and Mathematics Eduation, 1(2), 84–105.

Sribekti, A., Ibrohim., & Hidayat, A. (2016). Peningkatan Keterampilan Proses Sains dan Hasil Belajar Kognitif Siswa Kelas VII SMP Negeri 1 Selorejo menggunakan Perangkat Pembelajaran Ekosistem. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(8), 1575–1580.

Susilowati, H., Rambitan, V. M., & Ruchaemi, A. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Potensi Daerah terhadap Siswa pada Materi Pencemaran Lingkungan. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(10), 1–10.

Wang, Yingxu & Ruhe, G. (2007). The Cognitive Process of Decision Making. Int’l Journal of Cognitive Informatics and Natural Intelligence, 1(June), 73–85.

Watters, J. J., & Diezmann, C. M. (2004). Reforming Education : The Pursuit of Learning Through Authentic Inquiry in Mathematics, Science, and Technology. Trends in Technology Education Research

Yulaikah, S., & Alfindasari, D. (2016). The Integration of Scientific Inquiry with The Biology Teacher’s Professional Competencies to The Study of Biology In The 21 st Century. Research Report, 550–560.

Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58. https://doi.org/10.1007/BF03173684

Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A Research-Based Framework for Socioscientific Issues Education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048

Zo’bi, A. S. (2014). The Effect of Using Socio-Scientific Issues Approach in Teaching Environmental Issues on Improving the Students’ Ability of Making Appropriate Decisions Towards these Issues. International Education Studies, 7(8), 113–123. https://doi.org/10.5539/ies.v7n8p113




DOI: http://dx.doi.org/10.17977/jptpp.v4i6.12497

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Muhammad Fahrurrizal, Hadi Suwono, Herawati Susilo

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


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License