MENGEMBANGKAN SIKAP ILMIAH SISWA SMP MELALUI PEMBELAJARAN INKUIRI TERBIMBING PADA MATERI EKOSISTEM

Varicha Ulva, Ibrohim Ibrohim, Sutopo Sutopo

Abstract


This study explored the Junior High School students’ scientific attitude which consist of some indicator, (1) curiosity, (2) honesty, (3) thorough, (4) carefully, (5) responsible, (6) to care for the environment, (7) cooperation, (8) receive information, (9) to response the information, and (10) assess information through Guided Inquiry Learning (GI) on the ecosystem topic. GI was applied has stages consist of to explore the phenomenon, focused questions, plan investigations, analyze the data and evidence, build new knowledge and communicate new knowledge. The sample is 34 students of seventh grade in SMPIT Insan Permata Bojonegoro. Data obtained through the observation of students’ scientific attitude. The results showed the scientific attitude indicator gain the good criteria for thorough and the excellent criteria for the others indicator.

Penelitian ini bertujuan mengembangkan sikap ilmiah siswa SMP yang mencakup indikator (1) rasa ingin tahu, (2) jujur, (3) teliti, (4) hati-hati, (5) bertanggung jawab, (6) peduli lingkungan, (7) kerja sama, (8) menerima informasi, (9) menanggapi informasi, dan (10) menilai informasi melalui Pembelajaran Inkuiri Terbimbing (PIT) pada materi ekosistem PIT yang diterapkan memiliki tahapan pembelajaran mengeksplorasi fenomena, memfokuskan pertanyaan, merencanakan penyelidikan, menganalisis data dan bukti, membangun pengetahuan baru dan mengomunikasikan pengetahuan baru. Sampel penelitian sebanyak 34 siswa kelas VII SMPIT Insan Permata Bojonegoro. Data diperoleh melalui lembar observasi sikap ilmiah. Hasil penelitian menunjukkan sikap ilmiah dengan kriteria baik pada indikator hati-hati dan kategori sangat baik pada sembilan indikator yang lain.


Keywords


scientific attitude; guided inquiry; ecosystem; sikap ilmiah; inkuiri terbimbing; ekosistem

Full Text:

PDF

References


Akcay, H., Yager, R.E., Iskander, S.M. & Turgut, H. 2010. Change in Student Beliefs About Attitudes Toward Science in Grades 6—9. Asia-Pacific Forum on Science Learning and Teaching, 11 (1):1—18.

Baruch, Y. K., Levy, O. S., & Mashal, N. 2016. Pre-Schoolers Verbal and Behavioral Responses as Indicators of Attitudes and Scientific Curiosity. International Journal of Science and Mathematics Education, 14:125—148.

Bayram, H. & Comek, A. 2009. Examining The Relations Between Science Attitudes, Logical Thinking Ability, Information Literacy And Academic Achievement Through Internet Assisted Chemistry Education. Procedia Social and Behavioral Sciences 1:1526—1532.

Campbell, T., Abd-Hamid, N. H. & Chapman H. 2009. Development of Instrument to Assess Teacher and student Perception of Inquiry Experiences in Science Classrooms. Journal Science Teacher Education, 21:13—30.

Chang, H.P., Chen, C. C., Guo, G. J., Cheng, Y. J., Lin, C. Y. & Jen, T.H. 2011. The Development of a Competence Scale for Learning Science: Inquiry and Communication. International Journal of Science and Mathematics Education, 9:1213—1233.

Enderle, P.J., Grooms, J.A. & Sampson, V. D. 2012. Argument Focused Instruction and Science Proficiency in Middle and High School Clasrooms. Symposium 2012 NARST Annual International Conference. Indianapolis, IN, Maret 2012.

Erdogan, M., Ozel, M., Usak, M. & Prokop, P. 2009. Development and Validation of an Instrument to Measure University Students’ Biotechnology Attitude. Journal Science Education Technology, 18:255—264.

Ergul, R., Simskeli, Y., Calis, S., Ozdilek, Z. Gocmencelebi, S. & Sanli, M. 2012. The Effect of inquiry-Based Science Teaching on Elementary School Student’s Science Process Skills and Science Attitudes. Bulgarian Journal of Science and Education Policy (BJSEP), 5 (1):2011, diakses 5 Desember 2015.

Gauld, C. F. 1982. A Study of the Scientific Attitude of Science Educators Who Study Scientific Attitudes. Research in Science Education, 12:115—120.

Guo, S., Zhang, G. & Zhai, R. 2010. A Potential Way of Enquiry into Human Curiosity. British Journal of Educational Technology, 41:48—52.

Harrison, C. 2014. Assesment of Inquiry Skill in the SAILS Project. Journal of Science Education International. 25 (1):112—122.

Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S. & Fries, S. 2014. Effects of A Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions. Instructional Science, 42:929—934.

Jho, H., Yoon, H. G. & Kim, M. 2014. The Relationship of Science Knowledge, Attitude and Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea. Science and Education, 23:1131—1151.

Jirout, J. & Klhar, D. 2012. Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32:125—160.

Ibrohim. 2015. Pengembangan Pembelajaran IPA/Biologi Berbasis Discovery/Inquiry dan Potensi Lokal untuk Meningkatkan Keterampilan dan Sikap Ilmiah serta Menumbuhkan Jiwa Kewirausahaan. Prosiding Semnas Sains & Entrepreneurship II Universitas PGRI Semarang, hlm 1—19.

Kemendikbud. 2015. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 53 tentang Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta: Kemendikbud.

Kubicek, J.P. 2005. Inquiry-Based Learning, The Nature of Science, and Computer Technology: New Possibilities in Science Education. Canadian Journal of Learning and Technology. 31(1):1—10.

Lee, V. S. 2011. The Power of Inquiry as a Way of Learning. Innovation High Education, 36:149—160.

Philips, R. 2014. Space for Curiosity. Journal of Progress in Human Geography. 38 (4):493—512.

Pluck, G. & Helen, J. 2011. Stimulating Curiosity to Enhanced Learning. Journal Science and Psychology. 2 (19):24—31.

Simsek, P. & Kabapinar, F. 2010. The Effect of Inquiry-Based Learning on Elementary Student’s Conceptual Understanding of Matter, Scientific Process Skills and Science Attitudes. Procedia Social and Behavioural Sciences, 2:190—194.

Sutopo & Waldrip, B. 2014. Impact of A Representational Approach On Students’ Reasoning and Conceptual Understanding In Learning Mechanics. International Journal of Science and Mathematics Education, 12 (4):741—765.

Topping, K.J., Thurston, A., Tolmie, A., Christie, D., Murray, P. & Karagiannidou, E. 2011. Cooperative Learning In Science: Intervention In The Secondary School. Research in Science & Technological Education, 29 (1):91—106.

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 Science, 93:494—497.

Yuliati, L. 2008. Model-Model Pembelajaran Fisika Teori dan Praktik. Malang: LP3 Universitas Negeri Malang.

Zhang, L. 2016. Is Inquiry-Based Science Teaching Worth the Effort? Some Thoughts Worth Considering. Science & Education, 25:897—915.




DOI: http://dx.doi.org/10.17977/jptpp.v2i5.9077

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Varicha Ulva, Ibrohim Ibrohim, Sutopo Sutopo

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

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

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