The Comparison of Guided Inquiry Learning with Problem Based Learning toward Science Process Skills of Students’ Enviromental Pollution Material in Junior High School
DOI:
https://doi.org/10.32585/jbl.v4i2.2338Keywords:
Guided inquiriry, PBL, Science process skillsAbstract
This study aims (1) to determine whether the guided inquiry learning model has an effect on the students' science process skills, (2) to find out whether the PBL learning model affects the students' science process skills, (3) to find out the differences in the students' science process skills. VII SMPN 5 Dusun Selatan which uses the guided inquiry learning model and the PBL learning model. The method in this research is comparative quantitative. The research design used was the Nondomized Control Group Pretest-Posttest Design. The instrument used was a test in the form of multiple choice questions totaling 25 questions and an observation sheet for students' science process skills. The research sample was students of class VII A and class VII B at SMPN 5 Dusun Selatan. The data collection technique was carried out using the observation method of students' science process skills and learning outcomes tests. The data were analyzed descriptively. The results of this study show that (1) the value of the science process skills of students using the guided inquiry learning model has an average value of 92%, (2) the value of the science process skills of students using the PBL learning model has an average value of 96 %, (3) the difference in the science process skills of students who are taught using the guided inquiry learning model and the PBL learning model, it can be seen from the results of the average value obtained that there are differences, where the PBL learning model has a higher average value than the learning model. guided inquiry. The learning outcomes of the guided inquiry class had an average score of 39 on the pretest and 68 on the posttest. Meanwhile, the average value of the pretest in the PBL class was 40.4 and the posttest score was 69.3. These results indicate that the guided inquiry learning model and the PBL learning model can improve students' learning outcomes and science process skills.
References
Abdurohman, E., Muis, A., & Sulistyono, S. (2020). Pembelajaran Inquiri Dalam Meningkatkan Keterampilan Berpikir Kritis Dan Retensi Siswa Pada Materi Pencemaran Lingkungan. Edubiologica Jurnal Penelitian Ilmu Dan Pendidikan Biologi, 7(2). https://doi.org/10.25134/edubiologica.v7i2.2992
Apriana, E., & Anwar, A. (2017). Penerapan Model Pembelajaran Problem Based Learning Dan Inkuiri Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Konsep Dampak Pencemaran Lingkungan Terhadap Kesehatan. BIOTIK: Jurnal Ilmiah Biologi Teknologi Dan Kependidikan, 2(2). https://doi.org/10.22373/biotik.v2i2.247
Ariani. I., K., Muhammad N., H., & Hena D., A. (2019). Pengembangan Media Flipbook Fisika Berbasis Android Untuk Meningkatkan Prestasi Belajar Pada Topik Perpindahan Kalor. Prosiding Seminar Nasional Fisika (e-Jurnal) SNF2015.
Azizah, N., Indrawati, ), Harijanto, A., Program, M., & Fisika, S. P. (n.d.). Penerapan Model Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Dan Hasilbelajar Fisika Siswa Kelas Xc Di Man 2. Jurnal.Unej.Ac.Id. Retrieved June 8, 2022, from https://jurnal.unej.ac.id/index.php/JPF/article/view/23278
Dwi Apriliani, N. M. P., Wibawa, I. M. C., & Rati, N. W. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Ipa. Jurnal Penelitian Dan Pengembangan Pendidikan, 3(2). https://doi.org/10.23887/jppp.v3i2.17390
Ermininingsih, E., IPA, S. S.-… : J. P., & 2013, undefined. (2013). Pembelajaran Biologi Model Pbm Menggunakan Lembar Kerja Terbimbing Dan Lembar Kerja Bebas Termodifikasi Ditinjau Dari Keterampilan Proses Sains Dan. Jurnal.Uns.Ac.Id, 2(2), 132–142. https://jurnal.uns.ac.id/inkuiri/article/view/9766
Harahap, H. S., & Harahap, N. A. (2021). Pengaruh Model Pembelajaran Guided Inquiry Dan Modified Free Inquiry Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Pencemaran Lingkungan Di Sma Negeri 1 Kotapinang. Bio-Lectura : Jurnal Pendidikan Biologi, 8(2).
Ibrahim, A. (2019). Keterampilan Proses Sains Menggunakan Model Pembelajaran Berbasis Masalalah Dan Pembelajaran Berbasis Proyek Pada Materi Pokok Pencemaran Lingkungan …. http://digilib.iain-palangkaraya.ac.id/id/eprint/2106
Juniati, N. W., & Widiana, I. W. (2017). Penerapan Model Pembelajaran Inkuiri Untuk Meningkatkan Hasil Belajar Ipa. Jurnal Ilmiah Sekolah Dasar, 1(1). https://doi.org/10.23887/jisd.v1i1.10126
Liwa Ilhamdi, M., Novita, D., & Nur Kholifatur Rosyidah, A. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Ipa Sd. Jurnal Ilmiah Kontekstual,1(02). https://doi.org/10.46772/kontekstual.v1i02.162
Masitoh, I. D., Marjono, & Ariyanto, J. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA Pada Materi Pencemaran Lingkungan Di Surakarta. Bioedukasi, 10(1).
Meo, L., Weu, G., & BS, Y. N. (2021). Penerapan Model Pembelajaran Inkuiri Dalam Meningkatkan Hasil Belajar Ipa Pada Siswa Sekolah Dasar. Jurnal Ilmiah Pendidikan Citra Bakti, 8(1). https://doi.org/10.38048/jipcb.v8i1.101
Neng Wulan Evi Juliani. (2020). Penerapan Model Pembelajaran Inkuiri Biologi Terhadap Peningaktan Hasil Belajar Siswa Kelas X Pada Sub Pokok Pencemaran Lingkungan. SINAU : Jurnal Ilmu Pendidikan Dan Humaniora, 7(1). https://doi.org/10.37842/sinau.v7i1.26
Nonci, N. N., Mamin, R., & Mun’im, A. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Aktivitas Belajar Dan Keterampilan Berpikir Kritis Peserta Didik Kelas VII SMP Negeri 1 Liliriaja ( Studi Pada Materi Pencemaran Lingkungan ). Jurnal IPA Terpadu, 1(2).
Rohmatin, N., Suwarto, S., & Nugroho, A. A. (2021). IMPROVING CREATIVITY AND LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS BY IMPLEMENTING PROBLEM BASED LEARNING AND YOUTUBE. ATRIUM PENDIDIKAN BIOLOGI, 6(4), 273-284.
Sanjaya, W. (2015). Perencanaan Dan Desain Sistem Pembelajaran. Https://Books.Google.com/books?hl=id&lr=&id=Y9xDDwAAQBAJ&oi=fnd&pg=PA48&dq=Sanjaya,+Wina.+2013.+Perencanaan+dan+Desain+Sistem+Pembelajaran.+Jakarta:+Kencana.&ots=Etn-IFQ8BY&sig=e6Lqazo5xdXVs81tEIyH-7C7YG0
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Journal of Biology Learning agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) 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.
