USE OF GUIDED INQUIRY LEARNING MODEL TO IMPROVE SKILLS OF BIOLOGICAL SCIENCE PROCESS TO SENIOR HIGH SCHOOL STUDENTS

  • Noor Lailah Sahlan SMAN 1 Tangerang Selatan, Provinsi Banten
Keywords: learning models, guided inquiry, students, biology

Abstract

The purpose of this study is to determine the extent to which students 'science process skills in Biology subjects can be increased through the use of Guided Inquiry learning models and to know students' responses to learning that has been implemented as a reflection of learning. This research was conducted at SMAN 1 Kota Tangerang Selatan on students of class XII Science. This research uses Classroom Action Research (CAR)  methods. The results showed that the use of Guided Inquiry learning models in Biology concepts of plant growth and development concepts can provide positive and significant improvements to students' science process skills.

References

Davis, B., & Summers, M. (2015). Applying Dale’s Cone of Experience to increase learning and retention: A study of student learning in a foundational leadership course. QScience Proceedings, 2015(4), 6. https://doi.org/10.5339/qproc.2015.wcee2014.6
Istafada. (2013). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Siswa. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3(1), 41–47.
Nasir, M. (2007). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantukan LKS Inkuiri Terintegrasi Generik Sains (Itgs) Terhadap Hasil Belajar Keterampilan Ditinjau Dari Kemampuan Awal Fisika Siswa 16. Surya Edukasi, 16–26.
Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan.
Puspitasari, A. D. (2015). Efektifitas Pembelajaran Berbasis Guided Inquiry untuk Meningkatkan Literasi Sains Siswa. Jurnal Fisika Dan Pendidikan Fisika, 1(2), 1–5. https://doi.org/10.1017/CBO9781107415324.004
Risca Ardani, & Suprapto, N. (2014). Pengaruh Model Pembelajaran Guided Inquiry Berbasis Eksperimen Terhadap Keterampilan Berpikir Kritis Siswa Pada Materi Fluida Statis Di SMA Negeri 1 Gedangan. Jurnal Inovasi Pendidikan Fisika (JIPF), 03(02), 168.
Solikhah, N., Winarti, E. ., & Kurniasih, A. . (2014). Keefektifan Model Guided Inquiry dengan Pendekatan Keterampilan Metakognitif terhadap Kemampuan Pemecahan Masalah. Kreano: Jurnal Matematika Kreatif-Inovatif, 5(1), 18–25. https://doi.org/10.15294/kreano.v5i1.3273
Sukma, Komariyah, L., & Syam, M. (2016). Pengaruh Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) dan Motivasi Terhadap Hasil Belajar Fisika Siswa. Saintifika, 18(1), 59–63.
Wulaningsih, S., Prayitno, B. A., & Probosari, R. M. (2012). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Keterampilan Proses Sains Ditinjau Dari Kemampuan Akademik Siswa Science Process Skills Viewed From Student ’ S Academic. Pendidikan Biologi, 4(2), 33–43. https://doi.org/10.1161/RES.0b013e31821e0b53
Yunus, S. R., Sanjaya, I. G. M., & Jatmiko, B. (2013). Implementasi pembelajaran fisika berbasis Guided Inquiry untuk meningkatkan hasil belajar siswa auditorik. Jurnal Pendidikan IPA Indonesia, 2(1), 48–52. https://doi.org/10.15294/jpii.v2i1.2509
Published
2020-02-07
How to Cite
Sahlan, N. L. (2020). USE OF GUIDED INQUIRY LEARNING MODEL TO IMPROVE SKILLS OF BIOLOGICAL SCIENCE PROCESS TO SENIOR HIGH SCHOOL STUDENTS. MONAS: Jurnal Inovasi Aparatur, 1(2), 84-96. Retrieved from http://ejournal-bpsdm.jakarta.go.id/monas/article/view/49
Section
Articles