KEEFEKTIFAN INQUIRY DAN LEARNING CYCLE 7E DITINJAU DARI HASIL BELAJAR, KEMAMPUAN PENALARAN, DAN KETERAMPILAN KOLABORATIF

Yosepha Patricia Wua Laja

Abstract


Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan inquiry dan learning cycle 7e serta  membandingkan keefektifan inquiry dan learning cycle 7e ditinjau dari hasil belajar, kemampuan penalaran dan keterampilan kolaboratif peserta didik SMP pada materi peluang. Penelitian ini adalah penelitian eksperimen semu (Quasi Eksperimen). Subjek penelitian ini adalah seluruh peserta didik kelas VIII se-kota Kupang yang sekolahnya menerapkan kurikulum 2013 dan nilai ujian kenaikkan kelas di atas 70. Sampel penelitian ini adalah peserta didik SMPN 11 kota Kupang kelas VIII A yang berjumlah 31 siswa dan kelas VIII B berjumlah 29 siswa yang dipilih secara acak. Instrumen penelitian yang digunakan meliputi tes hasil belajar, tes kemampuan penalaran, dan lembar penilaian teman sejawat keterampilan kolaboratif yang telah divalidasi dan reliabel. Teknik analisis data yang digunakan adalah uji multivariate (MANOVA), kemudian dilanjutkan dengan uji Independent Sample t Test. Taraf signifikansi untuk semua analisis adalah 5%. Hasil penelitian menunjukkan bahwa inquiry dan learning cycle 7e efektif ditinjau dari hasil belajar, kemampuan penalaran dan keterampilan kolaboratif; serta inquiry sama efektifnya dengan metode learning cycle 7e ditinjau dari hasil belajar, kemampuan penalaran namun lebih efektif ditinjau dari keterampilan kolaboratif.

 

The aim of the study was to describe the effectiveness of inquiry and learning cycle 7e and as well as  compare the effectiveness of inquiry and learning cycle 7e in terms of learning outcome, reasoning and collaborative skill of junior high school students on probability material. This was a quasi experimental quantitative study. The subject of the study was all eighth grade students in Kupang whose school applied Curriculum 2013 and the score of final test was above 70. The students of VIII A consisted of 31 students and VIII B consisted of 29 students of SMPN 11 Kota Kupang as the sample that was randomly selected.. The used instruments of the study were tests and non tests. The learning outcome and reasoning ability were measured using tests, while the collaborative skill was measured using peer assessment sheet, which has been validated and reliable. The data analysis technique used the multivariate test (MANOVA), followed by independent sample t-test. The significance level for all analyses was 5%. The research result indicated that inquiry and learning cycle 7e were effective in term of learning outcome, reasoning ability, collaborative skill; and inquiry was effective as learning cycle 7e in term of learning outcome, reasoning and proof ability but inquiry was more effective than learning cycle 7e in term of collaborative skill.

 

 


Keywords


Collaborative skill; inquiry; learning cycle 7e; learning outcome; reasoning; kemampuan penalaran; keterampilan kolaboratif; Hasil belajar

References


Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104

Aktamiş, H., Hiğde, E., & Özden, B. (2016). Effects of the inquiry-based learning method on students’ achievement, science process skills and attitudes towards science: A meta-analysis science. Journal of Turkish Science Education, 13(4), 248–261. https://doi.org/10.12973/tused.10183a

Anjani, F., Supeno, & Subiki. (2020). Kemampuan Penalaran Ilmiah Siswa SMA dalam Pembelajaran Fisika Menggunakan Model Inkuiri Terbimbing disertai Diagram Berpikir Multidimensi. Lantanida Journal, 8(1).

Artigue, M., Dillon, J., Harlen, W., & Lena, P. (2012). Learning through Inquiry. In Special section. Retrieved from http://ezproxy.umsl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507854414&site=ehost-live&scope=site

Ayu, P. E. S. (2019). Keterampilan belajar dan berinovasi abad 21 pada era revolusi industri 4.0. Purwadita: Jurnal Agama Dan Budaya, 3(1), 77–83.

Chen, C., & She, H. (2014). The effectiveness of scientific inquiry with/without integration of scientific reasoning, (September 2013).

Dinnullah, R. N. I. (2018). Perbedaan Model Problem Based Learning dan Discovery Learning Ditinjau Dari Hasil Belajar Matematika Siswa Kelas 4 SD. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 8(2), 132–141. https://doi.org/10.24246/j.js.2018.v8.i2.p132-141

Farhan, Muhamad; Retnawati, H. (2014). Keefektifan PBL dan IBL Ditinjau dari Prestasi Belajar, Kemampuan Representasi Matematis, dan Motivasi Belajar. Jurnal Riset Pendidikan Matematika, 1(November 2014), 227–240. https://doi.org/10.21831/jrpm.v1i2.2678

Fatimah, F. M., & Anggrisia, N. F. (2019). The Effectiveness of 7E Learning Model to Improve Scientific Literacy. Advances in Social Science, Education and Humanities Research, 277 (Steach 2018), 18–22. https://doi.org/ 10.2991/steach-18.2019.4

Friesen, S., & Scott, D. (2013). Inquiry-Based Learning : A Review of the Research Literature, (June).

Ghufron, M. . (2018). Revolusi Industri 4.0: Tantangan, Peluang, Dan Solusi Bagi Dunia Pendidikan. Seminar Nasional Dan Diskusi Panel Multidisiplin Hasil Penelitian Dan Pengabdian Kepada Masyarakat 2018, 1(1), 332–337.

Hadi, W. (2016). Meningkatkan Kemampuan Penalaran Siswa SMP Melalui Pembelajaran Discovery Dengan Pendekatan Saintifik (Studi Kuasi Eksperimen di Salah Satu SMP Jakarta Barat ). Jurnal Pendidikan Matematika, I(1), 93–108.

Jack, G. U. (2017). The effect of learning cycle constructivist-based approach on students academic achievement and attitude towards chemistry in secondary schools in north-eastern part of Nigeria. Educational Research and Reviews, 12(7), 456–466. https://doi.org/10.5897/ERR2016.3095

Khashan, K. (2016). The Effectiveness of Using the 7E ’ s Learning Cycle Strategy on the Immediate and Delayed Mathematics Achievement and the Longitudinal Impact of Learning among Preparatory Year Students at King Saud University (KSU), 7(36), 40–52.

Kusumaningtyas, W. (2016). Efektivitas Metode Inquiry Terhadap Hasil Belajar Matematika Siswa. E-DuMath, 2(1), 102–108.

Lintuman, A., & Wijaya, A. (2020). Keefektifan model pembelajaran berbasis inkuiri ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa SMP. Jurnal Riset Pendidikan Matematika, 7(1), 13–23.

Munawwarah, M., Laili, N., & Tohir, M. (2020). Keterampilan Berpikir Kritis Mahasiswa Dalam Memecahkan Masalah Matematika Berdasarkan Keterampilan Abad 21. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 2(1), 37–58. https://doi.org/ 10.35316/alifmatika.2020.v2i1.37-58

Nurazimah. (2017). Pelaksanaan Model Pembelajaran Learning Cycle Untuk Meningkatkan Hasil Belajar Matematika Pada Siswa Sekolah Menengah Pertama. Jurnal Ilmu Pendidikan Sosial, Sains, Dan Humaniora, 3(4), 663–670.

Polyiem, T., Nuangchalem, P., & Wongchantra, P. (2011). Learning Achievement, Science Process Skills, and Moral Reasoning of Ninth Grade Students Learned by 7e Learning Cycle and Socioscientific Issue-based Learning. Australian Journal of Basic and Applied Sciences, 5(1991–8178), 257–564.

Puluhulawa, I., Hulukati, E., & Kaku, A. (2020). Pengaruh Model Pembelajaran Learning Cycle dan Penalaran Formal terhadap Hasil Belajar Matematika. Jambura Journal of Mathematics Education, 1(1), 32–40. https://doi.org/10.34312/jmathedu.v1i1.4557

Rahayu, N. (2015). Upaya Meningkatkan Aktivitas Dan Hasil Belajar Matematika Melalui Model Pembelajaran Inkuiri Siswa Kelas VIIB SMP Negeri 3 Sentolo, (3), 5.

Rosnawati, R. (2013). Kemampuan Penalaran Matematika Siswa SMP Indonesia, 1–6.

Sardin, & Wutsqa, D. U. (2015). Keefektifan Pembelajaran Guided Inquiry Ditinjau Dari Kemampuan Penalaran Siswa SMA Negeri 2 Baubau Kelas XI Semester 2 (pp. 431–442).

Stevens, J. P. (2009). Applied Multivariat statistics for the Social sciences (5^thedition). Madison Ave,NY: Routledge.

Widiastuti, & Santosa, R. H. (2014). Pengaruh Metode Inkuiri terhadap Ketercapaian Kompetensi Dasar , Rasa Ingin Tahu , dan Kemampuan Penalaran Matematis The Effects of Inquiry Method on the Basic Competency Achievement , Curiosity , and Mathematical Reasoning Skill, 9, 196–204.

Yuksel, I. (2019). The Effects of Research-Inquiry Based Learning on the Scientific Reasoning Skills of Prospective Science Teachers. Journal of Education and Training Studies, 7(4), 273. https://doi.org/10.11114/jets.v7i4.4020

Yunita, & Wijayanti, R. (2018). Pengaruh Penggunaan Model Pembelajaran Learning Cycle 5E terhadap hasil belajar siswa dalam memecahkan masalah matematis berbentuk soal cerita ke guru: Jurnal Ilmu Pendidikan Dasar, 9916(2), 22–28.

Zubaidah, S. (2017). Keterampilan Abad ke-21 : Keterampilan Yang Diajarkan Melalui Pembelajaran, (June). Retrieved from https://www.researchgate.net/publication/318013627%0AKETERAMPILAN




DOI: http://dx.doi.org/10.24127/ajpm.v9i4.3152

Refbacks



Indexing by: