EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS

M. Akhyar Lubis; Mara Bangun Harahap; Sondang R. Manurung

doi:10.24127/jpf.v5i2.995

Authors

M. Akhyar Lubis Physics Education, Postgraduate Program, State University of Medan
Mara Bangun Harahap Physics Education, Postgraduate Program, State University of Medan
Sondang R. Manurung Physics Education, Postgraduate Program, State University of Medan

DOI:

https://doi.org/10.24127/jpf.v5i2.995

Keywords:

Scientific Inquiry Learning Model, Conventional, Logical Thinking Skills, Science Process Skills.

Abstract

This study aimed to analyze whether the results of science process skills of students. Who are taught by the teaching model scientific inquiry better than conventional learning, to analyze whether the results of science process skills of students? Who can think logically high is better than the students who have the potential to think logically low, analyze whether there is an interaction between scientific inquiry learning model with logical thinking skills to students' science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The study population is all students of class X SMA Negeri 4 Padangsidimpuan semester II academic year 2016/2017. The The research instrument consists of two types: science process skills instrument consists of 10 questions in essay form which has been declared valid and reliable, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination). The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically high are better than the students who can think logically low, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students' science process skills.Â

References

Druxes, H., Gernot, B. dan Fitz, S. 1986. Kompedium Didaktik Fisika. Ahli bahasa: Soeparmo. Bandung: Remadja Karya CV Bandung.

ErgÃ¼l, R., Ekl, Y., Ã‡ali, S., Ã–zdlek, Z., GÃ¶Ã§menÃ§eleb, I., Anli M. 2011. The Effects of Inquiry-Based Science Teaching on Elementary School students Science Process Skills and Science Attitudes. Bulgarian Journal of Science and Education Policy (BJSEP). 5 (1). 48-68.

Fakhrunnisyak dan Sinuraya, J. 2016. Pengaruh Model Scientific Inquiry Terhadap Hasil Belajar Siswa Pada Materi Pokok Fluida Dinamis. Jurnal Ikatan Alumni Fisika Universitas Negeri Medan. 2 (1). 22-26.

Hussain, A., Azeem, M. dan Shakoor, A. 2011. Physics Teaching Methods: Scientific Inquiry Vs Traditional Lecture. International Journal of Humanities and Social Science. 1 (19). 269-276.

Ismail, Z. H. dan Jusoh, I. 2001. Relationship Between Science Process Skills and Logical Thinking Abilities of Malaysian Students Journal of Science and Mathematics Education in S.E. Asia. 24 (2). 67-77.

Joyce, B. dan Weil, M. 2003. Model of Teaching. Fifth Edition. New Delhi: Prentice-Hall of India.

Lawson, A. 2003. The nature and development of hypothetico-predictive argumentation with implications for science teaching. International Journal of Science Education, 25 (11), 1387–1408.

Lawson, A. 2004. A reply to Allchins Pseudo history and Pseu doscience. JournalScience& Education, 13(6),599–605.

Manurung, S.R. 2014. Contribution of Formal Thinking Ability on The Concept Mastery of Kinematics. Proceeding: The First International Seminar on Trends in Science and Science Education. ISBN 978-602-9115-37-6.

Oloyede, O. I. 2012. The Relationship between Acquisition of Science Process Skills, Formal Reasoning Ability and Chemistry Achievement. IJAAAS 8 (1). 1-4.