Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing terhadap Prestasi Belajar Fisika Siswa SMP
DOI:
https://doi.org/10.36312/ej.v2i1.515Keywords:
model pembelajaran, inkuiri terbimbing, prestasi belajar, learning model, guided inquiry, learning achievementAbstract
Pembelajaran di dalam kelas yang cenderung berpusat pada guru disinyalir menjadi penyebab rendahnya prestasi belajar siswa. Penggunaan mode pembelajaran yang tepat diharapkan mampu membuat siswa berperan aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperimen dengan pretest-posttest control group design. Siswa pada kelas VIII4 (34 siswa) dijadikan sebagai kelompok eksperimen dan siswa pada kelas VIII6 (34 siswa) sebagai kelompok control yang dipilih menggunakan claster random sampling technique. Data penelitian dikumpulkan menggunakan instrumen tes objektif yang telah diuji validitas, reliabilitas, daya pembeda dan indeks kesukaran. Perbedaan prestasi belajar siswa dianalisis menggunakan uji-t setelah dinyatakan memenuhi uji prasyarat normalitas dan homogenitas data. Berdasarkan hasil analisis data, diperoleh skor rata-rata pretest kelompok eksperimen sebesar 36,17 dan kelompok kontrol sebesar 39,5. Sedangkan skor rata-rata posttest kelompok eksperimen sebesar 65,41 dan kelas kontrol sebesar 50. Hasil uji-t menunjukkan thitung = 6,07 > ttabel = 2,00, sehingga dapat disimpulkan bahwa penggunaan metode pembelajaran Inkuiri Terbimbing berpengaruh secara signifikan terhadap prestasi belajar fisika siswa SMP.
The Effect of the Use of Guided Inquiry Learning Model on the Physics Learning Achievement of Junior High School Students
Abstract
Learning in the classroom that tends to be teacher-centered is allegedly the cause of the low student achievement. The use of appropriate learning modes is expected to be able to make students play an active role in the learning process. This study aims to determine the effect of the guided inquiry learning model on students' physics learning achievement. This type of research is a quasi-experimental with a pretest-posttest control group design. Students in class VIII4 (34 students) were used as the experimental group and students in class VIII6 (34 students) as the control group were selected using the cluster random sampling technique. The research data were collected using an objective test instrument that had been tested for validity, reliability, discriminatory power and difficulty index. Differences in student achievement were analyzed using t-test after being declared to meet the prerequisite tests for normality and data homogeneity. Based on the results of data analysis, the average pretest score of the experimental group was 36.17 and the control group was 39.5. While the posttest average score of the experimental group is 65.41 and the control class is 50. The t-test results show tcount = 6.07 > ttable = 2.00, so it can be concluded that the use of guided inquiry learning model has a significant effect on junior high school students’ physics learning achievement.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed). Longman.
Arends, R. (2012). Learning to teach (9th ed). McGraw-Hill.
Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan (edisi 2). Bumi Aksara. https://ecampus-fip.umj.ac.id/pustaka_umj/main/item/14939
Asy’ari, M., Ikhsan, M., & Muhali, M. (2019). The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers’ Metacognition Knowledge and Metacognition Awareness. International Journal of Instruction, 12(2), 455–470. https://doi.org/10.29333/iji.2019.12229a
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). McGraw-Hill Humanities/Social Sciences/Languages.
Gulo, W. (2008). Strategi belajar mengajar. Grasindo.
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. Ghalia Indonesia.
Khoiri, N., Huda, C., Rusilowati, A., Wiyanto, W., Sulhadi, S., & Wicaksono, A. G. C. (2020). The Impact of Guided Inquiry Learning with Digital Swing Model on Students’ Generic Science Skill. Jurnal Pendidikan IPA Indonesia, 9(4), 554–560. https://doi.org/10.15294/jpii.v9i4.26644
Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. Journal of Physics: Conference Series, 997, 012049. https://doi.org/10.1088/1742-6596/997/1/012049
Nurlaila, N., & Lufri, L. (2021). The effect of guided inquiry learning models using the help of student activity sheet on the knowledge competency of students in class xi of SMAN 1 Sungayang. Journal of Physics: Conference Series, 1940(1), 012120. https://doi.org/10.1088/1742-6596/1940/1/012120
Prayogi, S., Hidayat, S., & Wulandara, A. (2013). Penerapan Model Pembelajaran Kooperatif dengan Strategi Pembelajaran Poe (Predict Observe Explain) untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kritis Siswa di MAN 1 Mataram Tahun Pelajaran 2012/2013. Lensa: Jurnal Kependidikan Fisika, 1(1), 28. https://doi.org/10.33394/j-lkf.v1i1.70
Riduwan. (2008). Skala pengukuran variabel-variabel penelitian. Alfabeta. https://opac.perpusnas.go.id/DetailOpac.aspx?id=350661
Subana, M., & Sudrajat. (2009). Dasar-dasar penelitian ilmiah. Pustaka Setia.
Sukaisih, R., & Muhali, M. (2014). Meningkatkan Kesadaran Metakognitif dan Hasil Belajar Siswa Melalui Penerapan Pembelajaran Problem Solving. Prisma Sains?: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 2(1), 71. https://doi.org/10.33394/j-ps.v2i1.803
Sukaisih, R., Muhali, M., & Asy’ari, M. (2020). Meningkatkan keterampilan metakognisi dan berpikir kritis siswa melalui pembelajaran model pemecahan masalah dengan strategi konflik-kognitif. Empiricism Journal, 1(1), 37–50. https://doi.org/10.36312/ej.v1i1.329
Sukarma, I. K., & Sani, F. R. (2020). Penerapan model pembelajaran problem based instruction (pbi) untuk meningkatkan aktivitas dan prestasi belajar siswa. Empiricism Journal, 1(2), 66–74. https://doi.org/10.36312/ej.v1i2.335
Sumantri, B. A. (2019). Pengembangan Kurikulum di Indonesia Menghadapi Tuntutan Kompetensi Abad 21. EL-HIKMAH: Jurnal Kajian Dan Penelitian Pendidikan Islam, 13(2), 146–167. https://doi.org/10.20414/elhikmah.v13i2.661
Suwandi, S., Tawil, M., & Amin, B. D. (2013). Upaya Meningkatkan Hasil Belajar Fisika dengan Pendekatan Pembelajaran Problem Solving pada Siswa Kelas XI IPA1 SMA Negeri 1 Parangloe. Jurnal Pendidikan Fisika, 1(2), 129–138. https://doi.org/10.26618/jpf.v1i2.196
Trianto. (2012). Model Pembelajaran Terpadu: Konsep, strategi, dan implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Bumi Aksara. //library.fis.uny.ac.id%2Fopac%2Findex.php%3Fp%3Dshow_detail%26id%3D1227%26keywords%3D
Wenning, C. J. (2011). The Levels of Inquiry Model of Science Teaching (Shaded sections added January 2012; refer to Wenning (2010) for explications of real-world applications component of the Inquiry Spectrum.). Journal of Physics Teacher Education Online, 6(2), 8.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Jono Iskandar, Syifaul Gummah, Saiful Prayogi, Muhammad Asy'ari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Empiricism Journal agree to the following terms:
- For all articles published in Empiricism Journal, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 acknowledgment of its initial publication in this journal.
- 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).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
