Developing a Mutually Cooperative Attitude and Science Process Skills Through Experiential Learning
DOI:
10.29303/jpm.v19i1.6167Published:
2024-01-15Issue:
Vol. 19 No. 1 (2024): January 2024Keywords:
Experiential Learning; Gotong Royong; Science Process SkillsArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Experiential learning is learning that applies learning through action, learning through activities, learning through experience, and learning through discovery and exploration. Science process skills are skills that students need to have because they are closely related to intellectual skills. Gotong royong is an activity that is done together. A group does it to complete a task or work considered useful for the common interest or welfare. This study aimed to determine the effect of the experiential learning model on science process skills and students' cooperation attitudes. The research design used was one group pretest-posttest, applied in one of the junior high schools in the Sumberrejo sub-district. Data collection techniques include tests and response questionnaires. Based on the average n-gain score of all indicators, the study results obtained a score of 0.72 with a high category. The highest increase in the indicator of making conclusions was an increase in the n-gain score of 0.75. The mutual cooperation questionnaire obtained an average percentage of all indicators of 88%. The helping indicator obtained the highest percentage, with a percentage of 90%. The analysis results of the gotong royong questionnaire show an increase in all indicators, with a high average value. Empathy and human values play an important role in improving helping attitudes. Based on the analysis of this research, it can be concluded that using an experiential learning model in learning can improve students' science process skills. The experiential learning model also effectively fosters an attitude of gotong royong in students.
References
Tyas, E, H., & Naibaho, L. (2021). Hotslearning model improves thequality of education. International Journal of Research - granthaalayah, 9(1), 176-182.
Keen, E., Georgescu, M., Gomes, R. M., Valtere, S., & Chernykh, O. (2016). Bookmarks : A manual for combating hate speech online through human rights eiducation (E. Keen (ed.); 2016th ed.).
Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32–35.
Gonzalez, R., Sørum, H., & Raaen, K. (2022). Emergency digital teaching during the COVID-19 lockdown: Students' perspectives. Education Sciences, 12(3), 152.
Putra, M. I., & Pebriana, P. H. (2022). Upaya meningkatkan keterampilan proses sains melalui penerapan model pembelajaran (experiental learning) pada siswa kelas III SDN 001 Bangkinang Kota. Jurnal Dharma PGSD, 2(1), 222–233.
Febri, E., Rini, S., & Aldila, F. T. (2023). Practicum activity : analysis of science process skills and students' critical thinking skills. Jurnal Integrated Science Education, 4(2), 54–61.
Miftakhu Rosyad, A., Sudrajat, J., & Heng Loke, S. (2022). Role of social studies teacher to inculcate student character values. International Journal of Science Education and Cultural Studies, 1(1), 1–15.
Argadinata, H. (2022). Peer foster student program in the formation of character value gotong royong students in school. International Journal of Education, 14(2), 78–84.
Jørgensen, M. (2023). From a school rebellion to a rebel school – its people and their initial struggles with democracy in education. Dialogic Pedagogy: An International Online Journal, 11(2), A133–A157.
Brady, C., Holbert, N., Soylu, F., Novak, M., & Wilensky, U. (2015). Sandboxes for Model-Based Inquiry. Journal of Science Education and Technology, 24(2–3), 265–286.
Kusumawati, E. (2023). Efektivitas kerja guru. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(3), 1487–1492.
Purwanti, W., Mayangsari, D., Munfarikhatin, A. (2021). Pengembangan lembar kerja siswa model kooperatif tipe numbered heads together untuk meningkatkan hasil belajar. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 3(1), 70-79.
Machin, A. (2014). Implementasi pendekatan saintifik, penanaman karakter dan konservasi pada pembelajaran materi pertumbuhan. Pendidikan IPA Indonesia, 3(1), 28–35.
Kolb, D, A. (2015). Experiential learning: Experience as the source of learning and development (Amy Neidlinger, Ed.; 2nd ed.). Pearson Education.
Sugiyanto. (2013). Pengaruh gaya belajar experiential learning dalam peningkatan prestasi akademik dan penerapannya dalam pembelajaran. Paradigma, 15(8), 43–64.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (H. Salmon, Ed.; 5th ed.). SAGE.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Slavin, R. E. (2018). Educational psychology. In Psychological Bulletin (Vol. 17, Issue 11). Johns Hopkins University.
[19] Yunita, N., & Nurita, T. (2021). Analisis keterampilan proses sains siswa pada pembelajaran daring. Pensa E-Jurnal: Pendidikan Sains, 9(3). pp. 379-385
Akinbobola, A. O., & Afolabi, F. (2010). Analysis of science process skills in West African senior secondary school certificate physics. American-Eurasian Journal of Scientific Research, 4(5), 234–240.
Wyne, A. H. (1999). Early childhood caries: Nomenclature and case definition. Community Dentistry and Oral Epidemiology, 27(5), 313–315.
Conner, J. O. (2022). Applying experiential learning theory to student activism. Journal of Further and Higher Education, 46(9), 1229–1242.
Sharlanova, V. (2004). Experiential Learning. Trakia Journal of Sciences Trakia Journal of Sciences, 2, 36–39.
Sholihah, A., & Kurniawan, R. (2016). Analisis pengaruh motivasi belajar dan lingkungan belajar terhadap hasil belajar. Jurnal Pendidikan Ekonomi (JUPE), 4(3).
Aries, A, M. (2022). Peningkatan karakter gotong royong melalui market day di sekolah dasar. Dewantara : Jurnal Pendidikan Sosial Humaniora, 1(4), 98-112.
Hana, S., Marhamah, B., & Fitria, R. (2022). Analisis nilai gotong royong dalam ekstrakurikuler pramuka. Jurnal Moral Kemasyarakatan, 7(1), 95.
Rohmah, S. N. N., Markhamah., Narimo, S., & Widyasari, C. (2023). Strategi penguatan profil pelajar pancasila dimensi berkebhinekaan global di sekolah dasar. Jurnal Elementaria Edukasia, 6(3), 1254–1269.
Effendi, T. N. (2013). Budaya gotong royong masyarakat dalam perubahan sosial saat ini. Pemikiran Sosiologi, 2(1), 1–18.
Sapardi, M., & Hajaroh, S. (2019). Strategi guru dalam pembentukan karakter peduli lingkungan bagi siswa. Penelitian Keislaman, 15(1), 54–65.
Jannah, S. F., & Shofiyah, N. (2023). Implementation of experiential learning model to improve science process skills. Edunesia : Jurnal Ilmiah Pendidikan, 5(1), 377–389.
Author Biographies
Cindy Novitasari, State University of Surabaya
Hasan Subekti, State University of Surabaya
departement science education
License
Copyright (c) 2024 Cindy Novitasari, Hasan Subekti
This work is licensed under a Creative Commons Attribution 4.0 International 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).
