Last modified: 2019-10-10
Abstract
The learning process of Physics should be emphasized in the process skills approach so that students can find facts, build concepts, theories, and scientific attitudes of the students themselves which ultimately can positively influence the quality of the educational process. One of the process skills that can be developed, namely science process skills. Science process skills are the skills students need to develop their potential. This potential development can be in the form of student skills in formulating problems, asking questions, conducting experiments, processing data and conclude.
Efforts can be made to train science process skills is used learning models that can support teaching and learning activities. The learning model that can support to improve science process skills is a guided inquiry model. Guided inquiry is a series of learning activities that involve maximally all students' abilities to search and investigate systematically, critically, logically, analytically, so that they can formulate their own findings confidently. The guided inquiry model is expected to be effective in training science process skills.
This study aims to determine the effectiveness of guided inquiry model to improve process science skills. This research were tested on students of SMA Kemala Bhayangkari 1 Surabaya in class XI using the design of one group pre-test and post-test design. The research data collection technique consisted of tests and questionnaires.
The results of effectiveness can be shown by improving science process skills and student responses. Improving science process skills can be shown in the Table below.
Table 1. Results of Improved Science Process Skills
No.
Science Process Skills
Score
N-gain Score
Category
Pre Test
Pre Test
1.
Formulate a Problem
68.75
100
1.00
High
2.
Formulate a hypothesis
64.58
95.83
0.88
High
3.
Identify Variables
59.38
90.63
0.77
High
4.
Define Operational Variables
31.77
71.35
0.58
Moderate
5.
Make table of observations
9.38
62.50
0.59
Moderate
6.
Analyze
15.63
93.75
0.93
High
7.
Conclude
25.00
100
1.00
High
Â
Average
39.21
87.72
0.82
High
Table 1 show that the average pre-test score of students is 39.21 and the average post-test score of students is 87.72 with n-gain value of 0.82. This n-gain value indicates that there is a high increase in science process skills after students take part in learning using a guided inquiry learning model. The effectiveness of learning model can also be obtained based on student responses. The following is presented by students' responses to learning.
Table 2. Students’ Response
No.
Response
Percentage (%)
Category
1
Interest in learning activities
93,75
Very good
2
The renewel of the learning materials
91,96
Very good
3
The Ease to understand physics learning
91,67
Very good
4
Teacher guidance during learning
93,75
Very good
Â
Average
92,78
Very good
Table 2 show students’response of several components of learning. Based on Table 2, it can be seen that the average students’ response to the learning component is 92.78%. This means that students respond positively to the learning that has been done. The conclusion of the study is guided inquiry model are effective for improving science process skills that can be demonstrated by increasing high science process skills and student’s responses are very good to learning.