Enhancing students’ science process skill and self-regulation through inquiry interactive demonstration in science materials

Fauzan Kurniawan, Nukhbatul Bidayati Haka

Abstract


The research was conducted to obtain an overview of improving Science Process Skill and Self Regulation by using the Inquiry Interactive Demonstration learning model on science material at Junior High School Public No. 19 Bandar Lampung, this research uses a Quasy Experiment with a research design The Matching Only Pretest-Posttest Design. Collecting data using observation sheets and Science Process Skills test using multiple choice while for self regulation using a questionnaire. Data were analyzed using a multivariate test (Manova). This study concludes that the inquiry interactive demonstration model can improve science process skills and self-regulation. The researcher suggests applying the inquiry interactive demonstration model to improve science process skills and self regulation in other science learning materials so that they can help develop science skills and reduce learning difficulties in other learning materials.

Full Text:

PDF

References


Af’idayani, N., Setiadi, I., & Fahmi, F. (2018). The Effect of Inquiry Model on Science Process Skills and Learning Outcomes. European Journal of Education Studies, 4(12), 177–182. https://doi.org/10.5281/zenodo.1344846

Ghumdia, & Adams, A. (2016). Effects of Inquiry-Based Teaching Strategy on Students’ Science Process Skills Aqquisition in some Selected Biology Concepts in Secondary Schools in Borno State. International Journal of Scientific Research, 1(2), 96–106.

Guswita, S., Anggoro, B. S., Haka, N. B., & Handoko, A. (2018). Analisis Keterampilan Proses Sains Dan Sikap Ilmiah Peserta Didik Kelas XI Mata Pelajaran Biologi Di SMA Al-Azhar 3 Bandar Lampung. Biosfer: Jurnal Tadris Biologi, 9(2), 249–258. https://doi.org/10.24042/biosfer.v9i2.4025

Haka, N. B., Nurrurohmah, A., Wulansari, D., & Sari, M. (2021). The Effect of Conceptual Change Using The Adobe Quran on Misconception, Self-Regulation, Self-Efficacy, and Self-Confidence. Thabie: Journal of Natural Science Teaching, 4(1), 82–95.

Hapidoh, S., Bukhori, B., & Sessiani, L. A. (2019). The Effect of Self-Regulation and Peer Attachment on Adversity Quotient in Quran Reciter Students. Psikologika. Jurnal Pemikiran Dan Penelitian Psikologi, 24(2), 167, 167–180. https://doi.org/10.20885/psikologi.vol24.iss2.art7

Harahap, F., Nasution, N. E. A., & Manurung, B. (2019). The effect of blended learning on student’s learning achievement and science process skills in plant tissue culture course. International Journal of Instruction, 12(1), 521–538. https://doi.org/10.29333/iji.2019.12134a

Harizah, Z., Kusairi, S., & Latifah, E. (2020). Student’s critical thinking skills in interactive demonstration learning with web based formative assessment. Journal of Physics: Conference Series, 1567(4). https://doi.org/10.1088/1742-6596/1567/4/042038

Holden, D. (2015). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Eksperimen Riil dan Laboratorium Virtual terhadap Hasil Belajar Fisika Siswa. Jurnal Pendidikan Dan Kebudayaan, 21(3), 299. https://doi.org/10.24832/jpnk.v21i3.192

Inayah, A. D., Ristanto, R. H., Sigit, D. V., & Miarsyah, M. (2020). Analysis of science process skills in senior high school students. Universal Journal of Educational Research, 8(4 A), 15–22. https://doi.org/10.13189/ujer.2020.081803

Marhayati, N., Chandra, P., & Lestari, A. I. (2021). Self-Regulation Of The Qur’an Reciters Student. Psikis : Jurnal Psikologi Islami, 7(1), 95–103. https://doi.org/10.19109/psikis.v7i1.7187

Nazmi, Anggoro, B. S., & Haka, N. B. (2019). Pengaruh Model Pembelajaran Life SkillTerhadap Keterampilan Generik Biologi Ditinjau DariSelf Regulation. Jurnal Bioterdidik, 7(1), 72–85. https://core.ac.uk/download/pdf/289778357.pdf

Noviani, D. R. L. (2019). Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan. Assimilation: Indonesian Journal of Biology Education, 2(2), 58–64. https://doi.org/10.17509/aijbe.v2i2.20249

Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative study between Indonesian and Thai novice science teacher students in content of science. Journal for the Education of Gifted Young Scientists, 6(2), 23–29. https://doi.org/10.17478/JEGYS.2018.75

Permanasari, A., & Hamidah, I. (2013). The Profile of Science Process Skill ( SPS ) Student at Secondary High School ( Case Study in Jambi ). International Journal of Scientific Engineering and Research (IJSER), 1(1), 79–83. www.ijser.in

Prasasti, P. A. T. (2017). Empowering Science Process Skill and Critical Thinking Through Guided Inquiry in Science Learning. Proceedings International Seminar of Primary Education, 1, 15–20.

Rahmat, R., & Suhandi, A. (2017). Penerapan pendekatan demonstrasi interaktif untuk meningkatkan keterampilan dasar proses sains siswa. Jurnal Ilmiah Penelitian Dan Pembelajaran Fisika, 3(1), 40–50.

Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills. Journal of Management Education, 42(1), 80–103. https://doi.org/10.1177/1052562917703679

Romadhona, R. R., & Suyanto, S. (2020). Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model? Biosfer, 13(2), 307–319. https://doi.org/10.21009/biosferjpb.v13n2.307-319

Sugiyono. (2015). Metode Penelitian Pendidikan. Alfabeta.




DOI: http://dx.doi.org/10.21043/thabiea.v6i1.11491

Refbacks

  • There are currently no refbacks.