Open AccessPengaruh pembelajaran dengan pendekatan inquiry terhadap penguasaan konsep dan scientific skill materi sistem pencernaan
Author(s) -
Nanik Rahayu
Publication year - 2017
Publication title -
jurnal inovasi pendidikan ipa
Language(s) - English
Resource type - Journals
eISSN - 2477-4820
pISSN - 2406-9205
DOI - 10.21831/jipi.v3i1.9888
Subject(s) - mathematics education , class (philosophy) , psychology , computer science , artificial intelligence
Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh pembelajaran dengan pendekatan guided dan Structured Inquiry terhadap kemampuan penguasaan konsep dan scientific skill siswa kelas XI SMA Negeri 3 Yogyakarta. Penelitian ini merupakan penelitian kuasi eksperimen menggunakan desain pretest posttest comparison group design. Sampel penelitian adalah dua kelas XI IPA yang diambil secara acak, satu kelas Guided Inquiry dan satu kelas Structured Inquiry. Data yang diambil berupa nilai penguasaan konsep dan keterampilan scientific skill. Data dianalisis dengan menggunakan Uji t. Hasil analisis menunjukkan bahwa pembelajaran menggunakan guided dan Structured Inquiry dapat meningkatakna penguasaan konsep siswa dengan perbedaan yang signifikan diantara keduanya. Nilai N-gain kemampuan penguasaan konsep pada kelas Guided Inquiry lebih tinggi dibandingkan kelas Structured Inquiry yang artinya bahwa pendekatan Guided Inquiry lebih efektif untuk meningkatkan penguasaan konsep siswa.Kata Kunci: pendekatan guided inquiry, pendekatan structured inquiry, penguasaan konsep, keterampilan scientific skill The Effect of Inquiry Learning Approach on the Mastery of Concepts and Scientific Skill of Digestive System AbstractThis research aims to reveal the effect of teaching by using the guided and Structured Inquiry approach on the ability of mastering concepts and scientific skill of Grade XI of SMAN 3 Yogyakarta. This research was quasi-experimental research conducted by using pretest-posttest comparison group design. The sample was two classes of grade XI majoring natural science established randomly, one Guided Inquiry class and one Structured Inquiry class. The data collected included the score of mastery of concepts and scientific skills t-test was used to analyze the data. The results of the study show that (1) teaching by using the Guided and Structured Inquiry approaches can improve students’ mastery of concepts and scientific skills with significant difference among both approaches. The score of N-gain mastery of concepts of the students in the Guided Inquiry class is higher than in Structured Inquiry class, which means that the Guided Inquiry approach is more effective in improving students’ mastery of concepts.Keywords: guided inquiry approach, structured inquiry approach, mastery of concepts, scientific skills