PENGARUH PENGGUNAAN ALAT PRAKTIKUM UJI ELEKTROLIT TERINTEGRASI MODEL PEMBELAJARAN INKUIRI TERHADAP KETERAMPILAN PROSES SAINS SISWA
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Nov 30, 2024
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Abstract
This research examines the effect of electrolyte testing practical equipment integrated with the inquiry learning model on students' science process skills. This research used a pre-experimental design with a one-group pretest-posttest design involving 30 students at MAK Madani Manado. The research results showed a significant increase in students' science process skills, with an average pretest score of 52.48 and posttest of 86.69. This increase reflects the effectiveness of using inquiry-based practical tools in improving skills in observing, classifying, formulating hypotheses, designing experiments, processing data and drawing conclusions. Inquiry learning allows students to participate in the scientific process actively, develop critical thinking skills, and solve problems. These findings positively contribute to creating more innovative and contextual chemistry learning strategies and can be a solution to overcoming limited laboratory facilities in schools
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Akbar, J., Mokalu, Y., Rumengan, S., Djakariah, D., Akbar, A., & Paat, M. (2024). PENGARUH PENGGUNAAN ALAT PRAKTIKUM UJI ELEKTROLIT TERINTEGRASI MODEL PEMBELAJARAN INKUIRI TERHADAP KETERAMPILAN PROSES SAINS SISWA. SOSCIED, 7(2), 696-705. https://doi.org/10.32531/jsoscied.v7i2.872
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
LPPM Politeknik Katolik Saint Paul Sorong
References
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Maraisane, L., Jita, L., & Jita, T. (2024). Engagement of science process skills for teaching science concepts in early childhood. Journal of Childhood, Education & Society, 5(2), 283-293.
Patahuddin, M. H., & Novitasari, E. (2023). Application of Practicum-Based Inquiry Learning Model to Activities and Learning Outcomes of Alsintan Subject Students at SMKN in Takalar Regency. Formosa Journal of Applied Sciences, 2(8), 1861-1872.
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Ningsih, R. K., & Hidayah, R. (2019). The Effectiviness Of Chemical Practicum Kit To Train Science Process Skill In 10th Grade. JCER (Journal of Chemistry Education Research), 3(1), 1-8.
Juniar, A., Silalahi, A., & Suyanti, R. D. (2020). The effect of guided inquiry model on improving student’s learning outcomes and science process skills in qualitative analytical chemistry practicum. Universal Journal of Educational Research, 8(11), 5457-5462.
Yakar, Z & Baykara, H. 2014. Inquiry-Based Laboratory Practices in a Science Teacher Training Program. Journal of Mathematics, Science and Technology Education, 10(2), 173-183
Maxwell, E., Black, S., & Baillie, L. (2015). The role of the practice educator in supporting nursing and midwifery students’ clinical practice learning: An appreciative inquiry. Journal of Nursing Education and Practice, 5(1), 35-45.
Ramli, Akhmad, Rahmadani Putri, Eliza Trimadona, Ayuliamita Abadi, Yolla Ramadani, Andi Muh Akbar Saputra, Pebrina Pirmani, Nurhasanah Nurhasanah, Iin Nirwana, and Khotimah Mahmudah. (2023). Landasan Pendidikan: Teori Dan Konsep Dasar Landasan Pendidikan Era Industri 4.0 Dan Society 5.0 Di Indonesia. Jambi: PT. Sonpedia Publishing Indonesia.
Ariani, M., Zulhawati, Z., Haryani, H., Zani, B. N., Husnita, L., Firmansyah, M. B., ... & Hamsiah, A. (2023). Penerapan Media Pembelajaran Era Digital. Jambi: PT. Sonpedia Publishing Indonesia.
Effendy (2016). Ilmu Kimia Untuk Peserta didik SMA Dan MA. Malang: Academic Publishing Indonesian.
Akbar, J. S., & Djakariah, D. (2023). Pemanfaatan Media Pembelajaran Berbasis Android Menggunakan Pendekatan Inkuiri Untuk Menguatkan Technological Pedagogical and Content Knowledge (TPACK) Calon Guru. Oxygenius Journal Of Chemistry Education, 5(1), 46–53.
Walker, J. P., & Sampson, V. (2013). Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course. Journal of Research and Science Teaching. 50(5),561-596.
Xu, H. (2012). Exploring Students’ Interactions, Arguments, and Reflections in General Chemistry Laboratories with Different Levels of Inquiry. Disertasi. The University of Arizona.
Sativa, D. F. (2023). Improving learning outcomes in chemical change topics through practicum activities. Jurnal Pijar Mipa, 18(1), 25-29.
Sormin, E. (2023). Use of practicum learning methods in improving learning outcomes. International Journal of Social Science and Human Research, 6(07).
Cahyani, M.R., Erlina,Lestari, I., Masriani & Maria, U. (2024). Measuring meaningful learning through the experience of chemistry education students in the basics of analytical chemistry practicum. Jurnal Pendidikan Kimia, 16(2), 168-175.
Ekaputra, F. (2024). Effectiveness of Practicum Learning with Discovery Learning Model in Improving 4C Skills of Students. EduLine: Journal of Education and Learning Innovation, 4(3), 434-439.
Becker, N., Stanford, C., Towns, M. dan Cole, R. (2015). Translating Across Macroscopic, and Symbolic Levels : The Role of Instructor Facilitation in an Inquiry-Oriented Physical Chemistry Class. Chemistry Education Research and Practice. 16(1): 769-785.
Nworgu, L. N., & Otum, V. V. (2013). Effect of Guided Inquiry with Analogy Instructional Strategy on Students Acquisition of Science Process Skills. Journal Education and Practice, 4(27), 35-40.
Ergul, R., Simsekli, Y., Calis, S., Ozdılek, Z., Gocmencelebi, S., & Sanli, M. (2011).The Effect on Inquiry-Based Science Teaching on Elementary School Students’Science Process Skills and Science Attitudes. Bulgarian Journal of Science and Educaton Policy, 5(1), 48-64.
Hosnan. (2014). Pendekatan Saintifik dan Konstektual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia.
[16] 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.
Sotiriou, S., & Bogner, F. X. (2015). A 2200-Year Old Inquiry-Based, Hands-On Experiment in Today's Science Classrooms. World Journal of Education. 5(2), 52.
Acar, Ö. (2014). Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course. Learning and Individual Differences, 30, 148–154.
Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education student’s chemistry laboratory attitudes, anxiety and achievement. Journal of Education and Training Studies, 4(4), 217–227.
Syaifullah, A. S. A., & Maulidiyah, N. (2024). Model Pembelajaran Discovery Learning Dan Inquiry Learning Pada Pembelajaran Pai. Al-Manba Jurnal Ilmiah Keislaman dan Kemasyarakatan, 9(1), 57-65.
Nanlohy, F. N., Roring, V. I., Tanor, M., & Mokalu, Y. B. (2023). Pengaruh Pendekatan Inkuiri Terbimbing Terhadap Hasil Belajar Mahasiswa Pendidikan Biologi Semester VI Pada Materi Kultur Jaringan Tanaman. SOSCIED, 6(1), 288-295.
Qablan, A., Alkaabi, A. M., Aljanahi, M. H., & Almaamari, S. A. (2024). Inquiry-Based Learning: Encouraging Exploration and Curiosity in the Classroom. In Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment (pp. 1-12). IGI Global.
Anggrella, D. P., & Sudrajat, A. K. (2024). Development of an Integrated Project-Based Learning Module Based on Black Soybean Ethnoscience to Improve Students' Science Process Skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3038-3045.
Maraisane, L., Jita, L., & Jita, T. (2024). Engagement of science process skills for teaching science concepts in early childhood. Journal of Childhood, Education & Society, 5(2), 283-293.
Patahuddin, M. H., & Novitasari, E. (2023). Application of Practicum-Based Inquiry Learning Model to Activities and Learning Outcomes of Alsintan Subject Students at SMKN in Takalar Regency. Formosa Journal of Applied Sciences, 2(8), 1861-1872.
Kurniawan et al., 2023. Teknik Penulisan Karya Ilmiah: Cara Membuat Karya Ilmiah Yang Baik Dan Benar. Jambi: Sonpedia Publishing Indonesia.
Ningsih, R. K., & Hidayah, R. (2019). The Effectiviness Of Chemical Practicum Kit To Train Science Process Skill In 10th Grade. JCER (Journal of Chemistry Education Research), 3(1), 1-8.
Juniar, A., Silalahi, A., & Suyanti, R. D. (2020). The effect of guided inquiry model on improving student’s learning outcomes and science process skills in qualitative analytical chemistry practicum. Universal Journal of Educational Research, 8(11), 5457-5462.
Yakar, Z & Baykara, H. 2014. Inquiry-Based Laboratory Practices in a Science Teacher Training Program. Journal of Mathematics, Science and Technology Education, 10(2), 173-183
Maxwell, E., Black, S., & Baillie, L. (2015). The role of the practice educator in supporting nursing and midwifery students’ clinical practice learning: An appreciative inquiry. Journal of Nursing Education and Practice, 5(1), 35-45.