The effectiveness of learning media based on the guided inquiry model to improve students science literature skills and scientific attitudes
DOI:
10.29303/jpm.v16i5.3041Published:
2021-11-17Issue:
Vol. 16 No. 5 (2021): November 2021Keywords:
Learning tools, Guided Inquiry, scientific literacy, scientific attitudeArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
The study aims to determine the effectiveness of physics learning media based on the guided inquiry learning model to improve students' science literacy skills and scientific attitudes effectively and efficiently.ÃÂ The type of the research is a Research and Development (R&D) which adopts the 4D model. The effectiveness obtained from the limited trial which was used to get the value of the N-gain test and the efficiency was determined from the students' responses and the results of the scientific attitude questionnaire. The results of the study based on the results of the N-gain test obtained an average value of 0.55 with a medium category. Student responses indicated that they are not satisfied with online learning and the results of the scientific attitude response questionnaire showed that there is an increase in students' scientific attitudes. So it can be concluded that the effectiveness of the physics learning media based on the guided inquiry learning media on material of momentum and impulse is effective and efficient to improve students' scientific literacy skills and scientific attitudes.References
Makhrus, M., & Hadiprayitno, G. (2012). Penerapan Perangkat Pembelajaran Fisika Berorientasi Pembelajaran IPA Terpadu Tipe Connected. Jurnal Pendidikan dan Pembelajaran, 19(2), 237-242.
Makhrus, M., Harjono, A., Syukur, A., Bahri, S & Muntari. (2019). Analisis Rencana Pelaksanaan Pembelajaran (RPP) Terhadap Kesiapan Guru Sebagai Role Model Keterampilan Abad 21 pada Pembelajaran IPA SMP. Jurnal Penelitian Pendidikan IPA, 5(1), 66-72.
Erniati, L. (2010). Membangun VOIP Secara Sederhana. Jurnal Kependidikan, 20 (2): 187-201.
Organisation for Economic Co-operation and Development. (2003). The PISA 2003 Assessment Framework. Paris: OECD.
Kemendikbud. (2013). Lampiran Permendikbud Nomor 81A Tahun 2013 Tentang Implementasi Kurikulum Pedoman Umum Pembelajaran. Jakarta: Kementerian Pendidikan dan Kebudayaan RI.
Suyono & Harianto. (2011). Belajar dan Pembelajaran. Surabaya: Remaja Rosdakarya.
Rokhmat, J. (2015). Penerapan Pendekatan Berpikir Kausalitik Ber-scaffolding dalam Meningkatkan KPM Hukum Newton tentang Gerak. Prosiding Seminar Nasional Fisika. Mataram: Universitas Mataram.
Sugiyono, S. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Hake, R. R. (1998). Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66 (1), 64-74.
Hobri. (2010). Metodologi Penelitian Pengembangan. [Aplikasi Pada Penelitian Pendidikan Matematika]. Pena Salsabila. Jember.
Cindy, R. G., Golan, R. A., & Clarck C. (2013). Scaffolding and Achievment in Problem Based and Inquiry Learning: A Reponse to Krischner, Sweller and Clarck. Journal of Education Psychologist. 42(2), 99-107.
Hasanah, J., Jamaludin, J., & Prayitno, G. H. (2019). Bahan Ajar IPA Berbasis Inkuiri Terstruktur Untuk Meningkatkan Literasi Sains Peserta Didik SMP. Jurnal Pijar MIPA, 14(2), 18-24.
Brickman, B. (2016). Effect of Inquiry- Based Learning on Studentââ¬â¢s Science Literacy Skills and Confidence. International Journal for The Scholarship of Teaching and Learning, 3(2). 234-244.
Anam, Khoirul. (2015). Pembelajaran Berbasis Inkuiri Model dan Aplikasi. Yogyakarta: Pustaka Pelajar.
Qomaliyah, E. N., Sukib, S., & Loka, I. N. (2017). Pengaruh model pembelajaran inkuiri terbimbing berbasis literasi sains terhadap hasil belajar materi pokok larutan penyangga. Jurnal Pijar Mipa, 11(2).
Haerani, S. A. S., Setiadi, D., & Rasmi, D. A. C. (2020). Pengaruh Model Inkuiri Bebas Terhadap Kemampuan Literasi Sains. J. Pijar MIPA, 15(2), 140-144.
Author Biographies
Anita Kintan Pratiwi, Physic Education Department, University of Mataram
Muh. Makhrus, Physic Education Department, University of Mataram
Muhammad Zuhdi, Physic Education Department, University of Mataram
License
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
