Last modified: 2019-10-10
Abstract
The learning process is a bridge for teachers to present the information and teach how to solve problems in daily life. Science is growing quickly along with technological developments and new scientific invention, so students need to learn special skills in solving problems such as intellectual skill, social and physic skill. In science education these skills are called science process skills. Science process skills is a person's ability and tendency to find knowledge and truth through a scientific process. To achieve that desire the learning model must be adapted to the study’ matter, abilities of students and facilities in the school. The learning model is said to be effective if students can be actively involved in the learning process, but students tend to be passive in the learning process and shy about asking so it takes a long time for students to understand what the teacher convey. Lately the application of inquiry learning models is very widely used. Inquiry is one of the learning models where students are actively involved in the learning process and find their own knowledge. In order for process skills to work, the inquiry learning model is needed in the learning process.
Because of that, this research aims to describe the effectiveness of the Inquiry Learning Models to Train Science Process Skills. In this research, author use simple harmonic motion matter that suitable with inquiry model. This research uses one group pretest-postest design with 20 subjects of in tenth grade of Muhammadiyah 1 Senior High School in Gresik. Effectiveness of this research seen from the science process skill test, learning achievement and student responses. Method of data collection that used in this research is observation, test, and questionnaire methods. Science process skill’s data obtained from pretest and posttest method. Learning achievement’s data obtain from observation method for affective and psychomotor assessment, whereas cognitive assessment obtain from posttest method. Student responses obtain from questionnaire method. For pretest and posttest data for science process skill’s test showed in Table 1 below.
Table 1. Pretest and Posttest Data for Science Process Skill’s Test
Initial of Student
Pretest
Posttest
N-Gain
Â
Initial of Student
Pretest
Posttest
N-Gain
A.S.M
10,71
64,29
0,60
D.P.D.P
35,71
92,86
0,89
A.R.S.D
25,00
71,43
0,62
F.S.D
21,43
64,29
0,55
A
14,29
78,57
0,75
F.F.Z
21,43
75,00
0,68
A.E.R
28,57
60,71
0,45
H.A.A.G.H
28,57
75,00
0,65
A.M
32,14
78,57
0,68
K.M
28,57
92,86
0,90
A.H.P.E
17,86
85,71
0,83
K.F
21,43
64,29
0,55
A.R.R.P
35,71
85,71
0,78
M.N.R.H
21,43
75,00
0,68
A.A.N
28,57
82,14
0,75
M.F.A
32,14
60,71
0,42
C.P.S
17,86
75,00
0,70
M.H.S
17,86
92,86
0,91
C.M.S
28,57
85,71
0,80
M.R.Z
17,86
64,29
0,57
First, based on analyze data at Table 1, have obtained an average value is 24.46 for pretest and 76.25 for posttest, here we also got that average N-Gain for the science process skill’s test is 0.69 which indicates that there is an increase in science process skills after learning with inquiry learning model. Second, student achievement indicate that all students pass from minimum standar value (> 75) with the average is 78.60. Third, for student's responses, student finishs questionnaire with 11 question included. The result of analyze data of student response show that study by using the inquiry learning models was very positive, 94.09% responded well and 5.91% responded less well. So, based on the results of all data analysis it can be concluded that the instrument learning of this research have a positive effect and effective to train science process skills in simple harmonic motion’s matter.