The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement
DOI:
https://doi.org/10.21067/mpej.v3i2.2768Keywords:
guided inquiry, learning achievements, peer instruction, science process skillAbstract
The aim of the research is to find out the difference in science process skill and learning achievement between students who are taught using guided inquiry model integrated with peer instruction and conventional method in VII students in one of the junior high schools in Malang. The method used is quasy-experimental with only post-test group design. The sample was selected using purposive sampling technique, from the 10 population of VII grade students; the researchers selected two classes which were considered to have the same initial skill with total 32 students in each class to be the experimental class and the control class. Instruments used were the observation sheets to measure the science process skill and the test of multiple choices to measure the learning achievement. The researchers gained average score of 81 for science process skill in experimental class and 58 in control class, while the average score of 77.8 for learning achievement in experimental class and 71.3 in control class as the result of the data analysis. The hypothesis test used T-test, that was the independent sample T-test on Microsoft excel by looking up the score of Ttable on the rate of sig 0.05 for the science process skill and it gained Tcount > Ttable (18.846 > 1.669), while the learning process gained Tcount > Ttable (8.465 > 1.669). It was concluded that the guided inquiry model integrated with peer instruction can improve student’s science process skill and learning achievement compared to conventional method
Downloads
References
Aji, S. D., Bernadino, A., & Hudha, M. N. (2017). Inkuiri terbimbing dengan pendekatan saintifik (Scientific approach) untuk meningkatkan berpikir kritis. Momentum: Physics Education Journal, 1(2), 140. https://doi.org/10.21067/mpej.v1i2.2148
Arifin, I. (2018). Nilai-nilai humanistik dalam peningkatan mutu pendidikan di era globalisasi dan revolusi industri 4.0. Administrasi Pendidikan Dan Manajemen Pendidikan, pp. 1–9.
Asmawati. (2015). Lembar Kerja Siswa (LKS) Menggunakan model guaded inkuiri untuk meningkatkan keterampilan berpikir kritis dan penguasaan konsep siswa. Jurnal Pendidikan Fisika.
Damawiyah, I. (2015). Pengaruh Model pembelajaran inkuiri terbimbing terhadap hasil belajar siswa pada materi pokok usaha dan energi di SMPN 1 Panggajahan. J. Inpafi, 3(2), 182–190.
Fitasari, N., Bektiarso, S., & Subiki. (2018). Penerapan model pembelajaran inkuiri terbimbing dilengkapi LKS untuk mengetahui keterampilan proses sains dan prestasi belajar pada materi pokok hukum dasar kimia siswa kelas X MIA 4 SMA N 1 Karanganyar tahun pelajaran 2014/2015. Seminar Nasional Pendidikan Fisika, 3, 95–102.
Juhji, J. (2016). Peningkatan keterampilan proses sains siswa melalui pendekatan inkuiri terbimbing. Jurnal Penelitian Dan Pembelajaran IPA. https://doi.org/10.30870/jppi.v2i1.419
Kurniawati, I. D., & Diantoro, M. (2014). Pengaruh Pembelajaran inkuiri terbimbing integrasi peer instruction terhadap penguasaan the effect of peer instruction integrated guided inquiry learning on concepts acquisition and critical thinking of students. Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education). https://doi.org/10.15294/jpfi.v10i1.3049
Mahardika, I. K. (2016). Model Inkuiri terbimbing integrasi peer instruction disertai LKS berbasis multirepresentasi terhadap kemampuan representasi verbal dan matematika. Seminar Nasional Pendidikan 2016, 1, 555–563.
Nurhudayah, M., & Lesmono, A, D. (2016). Penerapan model inkuiri terbimbing (Guided inquiry) dalam pembelajaran fisika SMA di Jember ( Studi pada keterampilan proses sains dan keterampilan berpikir kritis). Jurnal Pembelajaran Fisika, 5(1), 82–88.
Nuryadin, E., & Delinda, D. (2018). Pengaruh inkuiri terbimbing (guided inquiry) terhadap keterampilan proses sains dasar peserta didik pada materi sistem ekskresi manusia. Jurnal Pelita Pendidikan. https://doi.org/10.24114/jpp.v6i4.11168
Pratiwi, H, Y. (2016). Pengaruh strategi konflik kognitif dengan tutorial sebaya terhadap penguasaan konsep fisika ditinjau dari kemampuan penalaran ilmiah siswa kelas X SMAN 1 Singosari. Jurnal Riset Pendidikan Fisika, 1(1).
Pratiwi, H. Y., Winarko, W., & Ayu, H. D. (2018). The impact of problem solving strategy with online feedback on students’ conceptual understanding. Journal of Physics: Conference Series, 1006(1). https://doi.org/10.1088/1742-6596/1006/1/012024
Puspitasari, D., Pasaribu, M., & Kendek, Y. (2017). Pengaruh model pembelajaran inkuiri terbimbing berbasis peer instruction terhadap hasil belajar fisika siswa kelas X SMA Negeri 2 Sigi. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 5(1), 11. https://doi.org/10.22487/j25805924.2017.v5.i1.6695
Sari, R., & Aisyah, S. (2016). Penerapan peer instruction with structured inquiry (Pisi) untuk meningkatkan hasil belajar kimia siswa. 1(2), 176–188.
Subekti, H., Taufiq, M., Susilo, H., Ibrohim, & Suwono, H. (2018). Mengembangkan Literasi informasi melalui belajar berbasis kehidupan terintegrasi STEM untuk menyiapkan calon guru sains dalam menghadapi era revolusi industri 4.0. Educ. Hum. Dev. J., 3(1), 81–90.
Suwandari, P., Muhamad, T., & Rahayu, S. (2018). Pengaruh model pembelajaran inkuiri terbimbing terhadap penguasaan konsep dan keterampilan proses sains fisika peserta didik kelas XI MAN 2 Mataram tahun pelajaran 2017/2018. Jurnal Pendidikan Fisika Dan Teknologi, 4(2).
Tangkas, I. (2012). Pengaruh implementasi model pembelajaran inkuiri terbimbing terhadap kemampuan pemahaman konsep dan keterampilan proses sains siswa kelas X SMAN 3 Amlapura. Jurnal Pendidikan IPA, 2(1).
Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). Guided inquiry and PSR in overcoming students’ misconception on the context of temperature and heat. AIP Conference Proceedings, 2014(September). https://doi.org/10.1063/1.5054433
Downloads
Published
How to Cite
Issue
Section
License
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal
.png)
.png)
.png)
.png)
