Implementasi Pembelajaran IPA Model Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Literasi Sains Calon Guru MI
DOI:
https://doi.org/10.26594/dirasat.v1i2.540Keywords:
Pembelajaran IPA, Model Inkuiri Terbimbing, Keterampilan Literasi Sains/ Science learning, Guided Inquiry Model, Science Literacy SkillAbstract
Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran IPA model inkuiri terbimbing untuk meningkatkan keterampilan literasi sains calon guru MI. Pengembangan perangkat diujicobakan di kelas PGMI semester 5 Unipdu Jombang tahun ajaran 2015/2016 bulan September-Desember 2015 dengan desain percobaan one-group-pretest-postest design. Pengumpulan data menggunakan metode observasi, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif-kuantitaif-kualitatif dan uji statistik parametrik. Temuan hasil penelitian adalah: (1) perangkat pembelajaran yang dikembangkan berkategori valid; (2) kepraktisan perangkat pembelajaran ditinjau dari keterlaksanaan RPP berkategori baik dan aktivitas peserta didik sesuai dengan tahap-tahap pada model inkuiri terbimbing; dan (3) kefektifan perangkat pembelajaran ditinjau dari peningkatan hasil belajar peserta didik terlihat dari n-gain dengan kategori tinggi dan peningkatan penguasaan keterampilan literasi sains peserta didik terlihat dari n-gain dengan kategori tinggi dan respons peserta didik terhadap perangkat dan pelaksanaan pembelajaran sangat positif. Disimpulkan bahwa perangkat pembelajaran model inkuiri terbimbing yang dikembangkan valid, praktis, dan efektif untuk meningkatkan keterampilan literasi sains calon guru MI.
Abstract: The purpose of this ressearch is to evaluate the effectiveness science learning through guided inquiry model to improve science literacy skill of student of Islamic primary school teachers. The development of learning material was tested in class student of Islamic primary school teachers 5th semester Unipdu Jombang in academic year 2015/2016 since September-December 2015 with One group pretest-postest design. The data collection used observation method, test and quetionnaries. The data analysis techniqeus used descriptive analysis of quantitaive, qualitative and statistic parametric. The result of this research are: (1) learning material developed has a valid category; (2) the practicality of learning material in terms of a good category in feasibility of lesson plans and the students activities in accordance with steps of guided inquiry model; and (3) the learning material effectiveness in terms of improving student learning achievement seen from the n-gain score with high category and improving science literacy skill of student by getting the n gain score with high category and the student responds toward material and implementation of learning are very positive. It’s conclusion that the learning material through guided inquiry model are valid, practical, and effective to try science literacy skill of student of Islamic primary school teachers.
References
Acevedo, N.A., W. Van Dooren, E. Clarebout, J. Elen, and J. Verschaffel, “Representational Flexibility in Linear Function Problems: A Choice/No-Choice study”, dalam L. Verschaffel, E. De Corte, T. de Jong and J. Elen (Eds.) Use or Representations in Reasoning and Problem Solving: Analysis And Improvement. Milton Park: Routledge, 2010.
Akengin, H. & A. Sirin. “A Comparative Study Upon Determination of Scientific Literacy Level of Teacher Candidates”. Academic journals. Vol. 8, No. 19. 2013.
Alberta, Learning. Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry Based Learning. Edmonton: Alberta education, 2004.
Ashiq, H. A., A. Muhammad, and S. Azra. “Physiscs Teaching Methods: Scientific Inquiry vs Traditional Lecture”. International Journal of Hummanities and Social Science. Vol. 1, No. 19. December 2011.
Crawford, B.A. “Embracing the Essence of Inquiry: New Roles for Science Teachers”. Journal of Research in Science Teaching. Vol. 37, No. 9. 2000.
David, M. H. Instructor’s Guide To Process Oriented Guided Inquiry Learning. SUNY: Stony Brook University, 2006.
Eggen, P.D. and D.P. Kauchak. Educational psychology. New Jersey: Pearson, 2013.
Fraenkel, R. J., N.E. Wallen dan H.H. Hyun, How To Design And Evaluate Research In Education, 8th Edition (New York : McGraw-Hill Companies Inc., 2012.
Genc, Murrat. “The Effect of Scientific Studies on Students’ Scientific Literacy and Attitude”. OMU journal Fac. Educucation. Vol. 34, No. 1. 2015.
Gerald, F. L. “The Twin Purposes of Guided Inquiry: Guiding Student Inquiy and Evidence Based Practice”. Scan. Vol. 30, No. 1. 2011.
Gormally, C., P. Brickman & M. Lutz. “Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments”. Life Sciences Education. Vol. 11. 2012.
Gormally, C., P. Brickman & M. Lutz. “Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments. Life Sciences Education. Vol. 11. 2012.
Hamza, A. & S. Ahmet. “A Comparative Study Upon Determination of Scientific Literacy Level of Teacher Candidates”. Academic Journals. Educational Research and Riviews. Vol. 8, No. 19.2013.
Holubova, R. “Innovations in Physics’ Teacher Education: How to Educate GEN Y Teachers”. Proceeding International Conference on Physics Education. Prague, Czech Republic: August 2013.
Hoolbrok, J. and M. Rannikmäe. “The Meaning of Scientific Literacy”. International Journal of Environmental and Science Education. Vol. 4, No. 3. 2009.
Impey, C. Science Literacy of Undergraduates in the United States. Arizona: Departement of Astronomy University of Arizona, 2013.
Jurecki, K. and M.C.V. Wander. “Science Literacy, Critical Thinking, And Scientific Literature: Guidelines For Evaluating Scientific Literature In The Classroom”. Journal Of Geoscience Education. Vol. 60.
Lu, L. dan E. T. Ortlieb. “Teacher Candidate as Innovative Change Agents”. Current Issues in Education. Vol. 1, No. 5. 2009.
Madden, K. The Use Of Inquiry-Based Instruction To Increase Motivation And Academic Success In A High School Biology Classroom. Montana: Montana State University Library, 2011.
McDermott, L. C. “Physics by Inquiry”, dalam htpp://www.phys.washington.edu/RGroup/peg/pbi.html.
Murcia, K. “Re-Thinking the Development of Scientific Literacy Through A Rope Metaphor”. Research Science Education. Vol. 39. 2009.
Odegaard, M., B. Haug, S. Mork & G.O. Sorvik. “Budding Science and Literacy: A Classroom Video Study of The Challenges and Support in an Integrated Inquiry and Literacy Teaching Model”. Procedia-Social and Behavioral Sciences. 2015.
OECD. PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems. OECD Publishing, 2013.
Stricklyn, J., What effect Will Using Inquiry Methods of Teaching Science Have on 6th Grade Students?. Montana: Montana State University Library, 2011.
Toeman, K. & E. Gucluer. “The Effect of Using Activities Improving Scientific Literacy on Students’ Acchievement in Science and Techplogy Lesson”. International Online Journal of Primary Education. Vol. 1, No. 1. 2012.
Toharuddin, U., Sri Henrawati dan A. Rustaman. Membangun Literasi Peserta Didik. Bandung: Humaniora, 2012.
Turgut, H. “The Effect of Constructivist Design Application on Prospective Science Teachers’ Scientific Literacy Competence Improvement at The Dimensions of “Nature of Science” and “Science-Technology-Society Interaction”. Disertasi—Yıldız Üniversitesi, Sosyal Bilimler Enstitüsü Instanbul, 2005.
_____. “Scientific Literacy For All”. Journal of Faculty of Educational Sciences. Vol. 40, No. 2. 2007.
Turiman, P., J. Omar, A.M. Dawud and K. Osman. “Fostering the 21st Century Skills Through Scientific Literacy and Science Process Skills”. Procedia-Social and Behavioral Sciences. Vol. 59. 2012.
Udompong, L. & S. Wongmanich. “Diagnosis of The Scientific Literacy Characteristics of Primary Students. Procedia-Social and Behavioral Sciences. 2014.
_____., D. Traiwicitkhun and S. Wongwanich. “Causal Model of Research Competency Via Scientific Literacy of Teacher and Student”. Procedia-Sosial and Behavioral Science. 2014.
UNESCO. Science Education Policy-Making Eleven Emerging Issues. UNESCO: 2008.
Widyaningtyas, A., Sukarmin & S. Radiyono. “Peran Lingkungan Belajar dan Kesiapan Belajar Terhadap Prestasi Belajar Fisika Siswa Kelas X Sekolah Menengah Atas Negeri 1 Pati”. Jurnal Pendidikan Fisika. Vol. 1, No. 1. 2013.
