PENERAPAN MODEL INKUIRI TERBIMBING BERBANTUAN PHET SIMULATIONS UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH PADA MATERI TEKANAN ZAT CAIR
Abstract
This study aimed to describe the implementation of learning, problem solving skills, and students' responses to the implementation of the guided inquiry learning model assisted by PhET Simulation on liquid pressure material at MTs City of Surabaya. The research method uses descriptive quantitative research using pre-experimental methods and a sample of 36 students. This research design uses One Group Pretest-Posttest Design. The data collection technique used observation, test, and questionnaire methods with instruments including learning implementation observation sheets, test sheets, and response questionnaire sheets. The results of this study, namely (1) the implementation of all learning using guided inquiry assisted by PhET Simulations is very well implemented with an average percentage of 81%; (2) the problem solving skills of students who have applied guided inquiry assisted by PhET Simulations get an average n-gain of 0.5 with moderate criteria; and (3) students respond positively well by obtaining an average percentage of 77% in the strong category of applied learning.
References
Agustina, K., Sahidu, H., & Gunada, I. W. (2020). Pengaruh model pembelajaran inkuiri terbimbing berbantuan media PhET terhadap kemampuan pemecahan masalah dan berpikir kritis fisika peserta didik SMA. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 17–24. https://doi.org/10.29303/jpft.v6i1.1514
Alberta, L. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Alberta Education.
Amijaya, L. S., Ramdani, A., & Merta, I. W. (2018). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar dan kemampuan berpikir kritis peserta didik. Jurnal Pijar Mipa, 13(2), 94–99. https://doi.org/10.29303/jpm.v13i2.468
Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Swinburne University of Technology.
Arianti. (2019). Peranan guru dalam meningkatkan motivasi belajar siswa. DIDAKTIKA: Jurnal Kependidikan, 12(2), 117–134. https://doi.org/10.30863/didaktika.v12i2.181
Artinta, S. V., & Fauziyah, H. N. (2021). Faktor yang mempengaruhi rasa ingin tahu dan kemampuan memecahkan masalah siswa pada mata pelajaran IPA SMP. Jurnal Tadris IPA Indonesia, 1(2), 210–218. https://doi.org/https://doi.org/10.21154/jtii.v1i2.153
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26–29.
Cahyono, B. (2017). Analisis ketrampilan berfikir kritis dalam memecahkan masalah ditinjau perbedaan gender. Aksioma, 8(1), 50. https://doi.org/10.26877/aks.v8i1.1510
Hake, R. R. (1998). Interactive-engagement vs traditional methods: A six- thousand- student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(64), 1–26. https://doi.org/10.1119/1.18809
Jayakusuma, L. I. (2023). Analisis kemampuan berpikir kritis dalam pembelajaran ipa dengan pendekatan pembelajaran inkuiri terbimbing pada siswa sekolah dasar. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia, 6(1), 1–8. https://ejournal.undiksha.ac.id/index.php/JPPSI/article/view/58204
Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 033/H/KR/2022 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka, (2022). https://kurikulum.kemdikbud.go.id/kurikulum-merdeka/rujukan
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation (2nd ed.). Corwin.
Makhrus, M. (2018). Analisis rencana pelaksanaan pembelajaran (RPP) terhadap kesiapan guru sebagai “Role model” Keterampilan abad 21 pada pembelajaran IPA SMP. Jurnal Penelitian Pendidikan IPA, 5(1). https://doi.org/10.29303/jppipa.v5i1.171
Mariani, Y., & Susanti, E. (2019). Kemampuan pemecahan masalah siswa menggunakan model pembelajaran MEA (Means Ends Analysis). Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika, 1(1), 13–26. https://doi.org/10.36706/jls.v1i1.9566
Polya, G., & Conway, J. H. (2004). How to solve it: A new aspect of mathematical method. Princeton Science Library.
Prihartini, Y., Buska, W., Hasnah, N., & Ds, M. R. (2019). Peran dan tugas guru dalam melaksanakan 4 fungsi manajemen EMASLIM dalam pembelajaran di workshop. Islamika : Jurnal Ilmu-Ilmu Keislaman, 19(02), 79–88. https://doi.org/10.32939/islamika.v19i02.327
Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The development of guided inquiry science learning materials to improve science literacy skill of prospective MI teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83–93. https://doi.org/10.15294/jpii.v5i1.5794
Rachmantika, A. R., & Wardono. (2019). Peran kemampuan berpikir kritis siswa pada pembelajaran matematika dengan pemecahan masalah. In I. Rosyida (Ed.), PRISMA (Vol. 2, pp. 439–443). Jurusan Matematika Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Semarang. https://doi.org/https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29029
Riduwan. (2019). Belajar mudah penelitian untuk guru–guru dan peneliti pemula (11th ed.). Alfabeta.
Savitri, E. N., Amalia, A. V, Prabowo, S. A., Rahmadani, O. E. P., & Kholidah, A. (2021). The effectiveness of real science mask with QR Code on students’ problem-solving skills and scientific literacy. Jurnal Pendidikan IPA Indonesia, 10(2), 209–219. https://doi.org/10.15294/jpii.v10i2.29918
Suprayitno, T. (2019). Pendidikan di Indonesia: Belajar dari hasil PISA 2018. Pusat Penilaian Pendidikan Balitbang Kemendikbud.
Syahid, M., & Noviartati, K. (2019). Representasi matematis siswa bergaya kognitif visualizer-verbalizer dalam menyelesaikan soal matematika TIMSS. Jurnal Gantang, 4(1), 49–59. https://doi.org/10.31629/jg.v4i1.934
Copyright (c) 2023 PENSA: E-JURNAL PENDIDIKAN SAINS
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract Views: 42
PDF Downloads: 22
