Implementasi model guided inquiry melalui lesson study untuk meningkatkan penguasaan keterampilan proses sains (KPS) di SMP Muhammadiyah 3 Purwokerto

Listika Yusi Risnani, Vian Harsution, Apri Restiana Deri

Abstract


Tujuan penelitian adalah mengetahui efektivitas model guided inquiry untuk meningkatkan penguasaan KPS melalui lesson study. Penelitian dilaksanakan sebanyak 6 siklus (plan, do dan see) pada peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto semester gasal tahun ajaran 2016/2017. Teknik pengumpulan data menggunakan wawancara, observasi, tes. Wawancara dilakukan untuk mengumpulkan data tentang kondisi awal peserta didik. Observasi digunakan untuk menggali persentase peserta didik yang melakukan KPS, menghimpun data aspek KPS yang muncul pada setiap siklus dan keterlaksanaan  sintaks model guided inquiry. Instrumen tes tertulis digunakan untuk mengukur penguasaan KPS peserta didik. Data dianalisis menggunakan analisis deskriptif kualitatif dan kuantitaif. Hasil penelitian menunjukkan peningkatan kualitas pembelajaran dari siklus 1 hingga siklus 6 dan terjadi peningkatan keterlibatan peserta didik pada aktivitas KPS secara berturut-turut adalah 43% (kurang), 56% (cukup), 61% (cukup), 52 % (cukup), 65% (cukup), dan 69% (cukup). Penguasaan KPS peserta didik menunjukkan tingkat penguasaan basic skills dalam kategori baik, process skills dan investigative skills dalam kategori kurang hingga baik. Hasil tes KPS menunjukan hasil yang baik dengan rata-rata nilai sebesar 74,5 dengan standar deviasi 7,9. Simpulan penelitian, implementasi model pembelajaran guided inquiry melalui lesson study efektif meningkatkan penguasaan KPS peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto.

Implementation of guided inquiry model through lesson study to enhance mastery of science process skills (SPS) at SMP Muhammadiyah 3 Purwokerto. The purpose of this research is to know the effectiveness of guided inquiry model to increase SPS through lesson study. The research was conducted 6 cycles (plan, do and see) in class VIIIA students of SMP Muhammadiyah 3 Purwokerto in the academic year of 2016/2017. Technique of collecting data using interview, observation, test. Interviews were conducted to collect data about the initial condition of the learner. Observations were used to probe the percentage of students who did the SPS, collecting the SPS aspect data that appeared on each cycle and the implementation of the guided inquiry syntax. Written test instruments are used to measure students' SPS mastery. Data were analyzed using qualitative and quantitative descriptive analysis. The results of the study showed improvement of learning quality from cycle 1 to cycle 6 and increased participation of students in SPS activity were 43% (less), 56% (enough), 61% (enough), 52% (enough) 65% (enough), and 69% (enough). Mastery of SPS by student shows mastery level to basic skills (good), process skills and investigative skills (less until enough). Mastery of SPS levels with an average score of 74.5 with a standard deviation of 7.9. The conclusion of the research is that the implementation of guided inquiry learning model through lesson study is effective to improves the mastery of Science Process Skills for Students in SMP Muhammadiyah 3 Purwokerto.


Keywords


Guided inquiry; Keterampilan proses sains; Lesson study

Full Text:

PDF

References


Akinbobola, A. O., & Afolabi, F. (2010). Analysis of science process skills in west african senior secondary school certificate physics practical examinations in nigeria. American-Eurasian journal of Scientific research, 5(4), 234-240. Diambil dari https://idosi.org/aejsr/5(4)10/3.pdf

Badan Standar Nasional Pendidikan. Standar isi untuk satuan pendidikan dasar dan menengah (2006). Indonesia: Kementerian Pendidikan dan Kebudayaan RI.

Barrett, T. (2010). The problemâ€based learning process as finding and being in flow. Innovations in Education and Teaching International, 47(2), 165-174. https://doi.org/10.1080/14703291003718901

Brown, P. J. P. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in Physiology Education, 34(3), 150-155. https://doi.org/10.1152/advan.00055.2010

Bryce, T.G.K., McCall, J., MacGregor, J., Robertson, I.J., & Weston, R. A. . (1990). Techniques for assesing process skill in practice science. Oxford: Heinemann Educational Books.

Budur, E. L. (2013). Integrasi pendidikan karakter melalui inkuiri dengan lesson study dalam pembelajaran biologi untuk meningkatkan sikap ilmiah dan hasil belajar kognitif siswa kelas VII SMPN I Singosari. Jurnal Pendidikan Sains, 1(2), 171-177. Diambil dari http://journal.um.ac.id/index.php/jps/article/view/4160/817

Handayani, S. A., Kirana, Tjandra, & Kardi, S. (2012). Pengembangan perangkat pembelajaran IPA berorientasi metode penemuan terbimbing ( guided discovery) untuk meningkatkan keterampilan proses sains. Jurnal Penelitian Pendidikan Sains, 1(2), 108-115. Diambil dari https://journal.unesa.ac.id/index.php/jpps/article/view/400/250

Harlen, W. (2001). The Assessment of Scientific Literacy in the OECD/PISA Project. Studies in Science Education, 36(1), 79-103. https://doi.org/10.1080/03057260108560168

Kemendikbud. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 22 Tahun 2016 Tentang Standar Proses Pendidikan Dasar dan Menengah (2016). Indonesia: Kementerian Pendidikan dan Kebudayaan RI.

Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade turkish students achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66-78. https://doi.org/10.1080/09500693.2012.721942

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century (2, revised ed.). California: ABC-CLIO, 2015.

Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., & Rafferty, A. N. (2014). Computer-guided inquiry to improve science learning. Science, 344(6180), 155-156. https://doi.org/10.1126/science.1245980

Mikroyannidis, A., Okada, A., Scott, P., Rusman, E., Specht, M., Stefanov, K., Chaimala, F. (2013). weSPOT: A personal and social approach to inquiry-based learning. Journal of Universal Computer Science, 19(14), 2093-2111. Diambil dari http://jucs.org/jucs_19_14/wespot_a_personal_and/jucs_19_14_2093_2111_mikroyannidis.pdf

Mulyasa, E. (2009). Menjadi guru profesional menciptakan pembelajaran kreatif dan menyenangkan. Bandung: Remaja Rosdakarya.

Nur, F. M. (2012). Pemanfaatan sumber belajar dalam pembelajaran sains kelas V SD pada pokok bahasan makhluk hidup dan proses kehidupan. Jurnal Penelitidan Pendidikan, 13(1), 67-78. Diambil dari http://jurnal.upi.edu/file/9-Paizah-edit_67-79.pdf

Nworgu, L. N., & Otum, V. V. (2013). Effect of guided inquiry with analogy instructional strategy on students acquisition of science process skills. Journal of Education and Practice, 4(27), 35-40. Diambil dari https://www.iiste.org/Journals/index.php/JEP/article/view/9880/10101

Prihantoro, R. (2011). Pengembangan profesionalisme guru melalui model lesson study. Jurnal Pendidikan dan Kebudayaan, 17(1), 100–108. https://doi.org/10.24832/jpnk.v17i1.10

Reda, S. (2016). Collaborative inquiry in ontarios kindergarten program. The International Journal of Holistic Early Learning and Development, 3(1), 72-77. Diambil dari https://ijheld.lakeheadu.ca/article/view/1502/834

Rezba, R. J., Sprague, C. R., Matkins, J. J., Fiel, R. L., & Mcdonnough, J. T. (2007). Learning and Assessing Science Process Skills. (G. Botsford & T. Bower, Ed.) (Fifth). United States of America: Kendall Hunt Publishing Company.

Subali, B. (2011). Pengukuran kreativitas keterampilan proses sains dalam konteks assessment for learning. Cakrawala Pendidikan, 30(1), 130-144. https://doi.org/10.21831/cp.v1i1.4196

Syamsuri, I., & Ibrohim. (2008). Lesson study (studi pembelajaran). Malang: FMIPA Universitas Negeri Malang.

Tan, O.-S., Chye, S., & Teo, C. (2009). Problem-based learning and creativity: A review of the literature. In O.-S. Tan (Ed.), Problem-based learning and creativity. Singapore: Cengage Learning.

Wieman, C., & Holmes, N. G. (2015). Measuring the impact of an instructional laboratory on the learning of introductory physics. American Journal of Physics, 83(11), 972-978. https://doi.org/10.1119/1.4931717

Yuniastuti, E. (2013). Peningkatan keterampilan proses, motivasi, dan hasil belajar biologi dengan strategi pembelajaran inkuiri terbimbing pada siswa kelas VII SMP Kartika V-1 Balikpapan. Jurnal Penelitian Pendidikan, 13(1), 80-88. Diambil dari http://ejournal.upi.edu/index.php/JER/article/view/3509/2489




DOI: http://dx.doi.org/10.26555/bioedukatika.v6i2.9607

Refbacks

  • There are currently no refbacks.




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

View J.Bioedukatika Stats

JURNAL BIOEDUKATIKA
ISSN 2338-6630 (Print) | ISSN 2541-5646 (Online)
Organized by Department of Biology Education
Published by Universitas Ahmad Dahlan
Jl.Ringroad Selatan, dk Kragilan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta, Indonesia