Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Literasi Sains Siswa di SMP Negeri 35 Palembang

Authors

Yuni Erdani , Lukman Hakim , Linda Lia

DOI:

10.29303/jpft.v6i1.1549

Published:

2020-03-24

Issue:

Vol. 6 No. 1 (2020): Januari-Juni

Keywords:

Guided Inquiry, learning models, scientific literacy

Articles

Downloads

How to Cite

Erdani, Y., Hakim, L., & Lia, L. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Literasi Sains Siswa di SMP Negeri 35 Palembang. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 45–52. https://doi.org/10.29303/jpft.v6i1.1549

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aimed to determine the effect of guided inquiry learning models toward of the seventh-grade students' scientific literacy on energy material. The research methodwas quasi-experimental study with Nonequivalent Control Group design. For data analyze, the test results were performed using the hypothesis testing (Independent sample t-test). The results of this study in the DI (Direct Instruction) learning in the control class were 60,20 in the pretest scores and 72,20 in the posttest scores.Meanwhile, the guided inquiry learning in the experimental class, the mean of pretest scores was 66,93 and the mean of posttest scores was 83,00. Hypotheses testing the ability of scientific literacy found sig-tailed value of 0.00, because the value of sig <0.05, It meant that H0was rejected and H1 was accepted. Based on the data, it could be concluded that the guided inquiry learning model had significant difference on the literacy ability of the seventh grade students on energy material.

References

Arisman, A. (2015). Penerapan Pembelajaran Kooperatif Tipe STAD dengan Metode Praktikum dalam Pembelajaran IPA Terpadu untuk Meningkatkan Literasi Sains Siswa. Prosiding Seminar Nasional Fisika (E-Journal) , 89-92.

Asyhari, A., & Clara, G. P. (2017). Pengaruh Pembelajaran Level of Inquiry Terhadap Kemampuan Literasi Sains Siswa. Scientiae Educatia: Jurnal Pendidikan Sains , 6(2), 87-101.

Asyhari, A., & Hartati, R. (2015). Profil Peningkatan kemampuan Literasi Sains Siswa Melalui Pembelajaran Saintifik. Jurnal Ilmiah Pendidikan Fisika Al-Biruni , 4(2), 179-191.

Aulia, V., Sahidu, H., & Gunawan. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Simulasi PhET Terhadap Keterampilan Proses Sains Peserta Didik SMAN 1 Tanjung Tahun Pelajaran 2019/2020. Jurnal Pendidikan Fisika dan Teknologi , 5 (2), 353-358.

Brickman, P. S., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of Inquiry-Based Learning on Students'science Literacy Skills and Confidence. Interbational Journal for the Scholarship of teaching and Learning , 3 (2), 1-22.

Ardianto, D., & Rubini, B. (2016). Literasi Sains dan Aktivitas Siswa pada Pembelajaran IPA Terpadu Tipe Shared. Unnes Science Educational Journal , 5(1), 1167-1174.

Dewi, P. S., & Rochintaniawati, D. (2016). Kemampuan Proses Sains Siswa Melalui Pendekatan Saintifik dalam Pembelajaran IPA Terpadu pada Tema Global Warming. Jurnal Pendidikan , 8 (1), 18-26.

Fatwa, M. W., Harjono, A., & Jamaluddin. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Keterampilan Proses dan Penguasaan Konsep Sains Ditinjau dari Pengetahuan Awal Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi , 4(1) , 121-130.

Hamdani. (2011). Strategi Belajar Mengajar. Bandung: Pustaka Setia.

Herimanto, Murdani, E., & Kurniawan, Y. (2018). Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Pemahaman Konsep Siswa Kelas VII Pada Materi Pengukuran. Jurnal Ilmu Pendidikan Fisika , 3 (2), 44-46.

Kurnia, F., Zulherman, & Fathurohman, A. (2014). Analisis Bahan Ajar Fisika SMA Kelas XI di Kecamatan Indralaya Utara Berdasarkan Kategori Literasi Sains. Jurnal Inovasi dan Pembelajaran Fisika , 1 (1), 43-47.

Lia, L. (2018). Kemampuan Mahasiswa dalam Membuat Alat Peraga Fisika melalui Pembelajaran Berbasis Proyek. Wahana Didaktika , 16 (2), 222-234.

Nurdyansyah, & Fahyuni, E. F. (2016). Inovasi Model Pembelajaran. Sidoarjo: Nizamia Learning Center.

Puspitasari, A. D. (2015). Efektifitas Pembelajaran Berbasis Guided Inquiry untuk Meningkatkan Literasi Sains Siswa. OMEGA Jurnal pendidikan Fisika dan Pendidikan Fisika , 1(2), 1-5.

Rahayu, S. (2013). Menuju Masyarakat Berliterasi Sain: Harapan dan Tantangan Kurikulum 2013. kimia.um.ac.id .

Rustaman, N. Y. (2011). Literasi Sains Anak Indonesia 2000 & 2003. Makalah Literasi Sains 2003 .

Selcuk, G. S. (2010). The Effect of Problem Based Learning on Pre-Service Teachers' Achievement, Approaches and Attitudes Toward Learning Physics. International Journal of the Physical Sciences , 5 (6), 711-723.

Sukma, Komariyah, L., & Syam, M. (2016). Pengaruh Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) dan Motivasi Terhadap Hasil Belajar Fisika Siswa. Saintifika: Jurusan PMIPA , 8(1), 59-63.

Sumarti, S., Rahayu, Y. S., & Madlazim. (2015). Pengembangan Perangkat Pembelajaran Berbasis Inkuiri Terbimbing untuk Melatih Literasi Sains Siswa. Pendidikan Sains Pascasarjana Universitas Negeri Surabaya , 5(1), 822-829.

Suwandari, P. K., Taufik, M., & 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(1), 82-89.

Tohir, M. (2019, Desember). Hasil PISA Indonesia 2018 Turun Dibanding Tahun 2015. hal. 1-2.

Wijayanti, P. I., Mosik, & Hindarto, N. (2010). Eksplorasi Kesulitan Belajar siswa pada Pokok Bahasan Cahaya dan Upaya Peningkatan Hasil Belajar melalui Pembelajaran Inkuiri Terbimbing. Jurnal Pendidikan Fisika Indonesia , 6, 1-5.

Author Biographies

Yuni Erdani, Universitas PGRI Palembang

Lukman Hakim, Universitas PGRI Palembang

Linda Lia, Universitas PGRI Palembang

License

Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Similar Articles

<< < 21 22 23 24 25 26 27 28 29 30 > >> 

You may also start an advanced similarity search for this article.