The Differences of Analytical Thinking Skills on Biodiversity Material in Guided Inquiry Model with Conventional Class

Authors

Rama Cahyati , Bambang Subali

DOI:

10.29303/jppipa.v8i1.1076

Published:

2022-01-03

Issue:

Vol. 8 No. 1 (2022): January

Keywords:

Guided Inquiry, Analytical Thinking Skills, Biodiversity

Research Articles

Downloads

How to Cite

Cahyati, R., & Subali, B. . (2022). The Differences of Analytical Thinking Skills on Biodiversity Material in Guided Inquiry Model with Conventional Class. Jurnal Penelitian Pendidikan IPA, 8(1), 32–38. https://doi.org/10.29303/jppipa.v8i1.1076

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to compare whether there are differences in analytical thinking skills between classes that use guided inquiry models and conventional classes that use discussion methods and to find out whether guided inquiry models can improve analytical thinking skills in class X SMA. This type of the research is a quasi experimental research that uses a pretest posttest control group design. The population of this research were students of class X SMA Negeri 1 Kalasan and class X SMA Negeri 1 Prambanan. The sample in this research were 4 classes with a total of 104 students. Sampling in this research was conducted by cluster random sampling. The results of the t test obtained the value of sig. (2-tailed) of 0.000, the probability value is less than 0.05, which means that there are differences in analytical thinking skills in the guided inquiry class and the conventional class. The gain score test results obtained a value of 0.71 with a high category, meaning that the use of the guided inquiry model can improve analytical thinking skills in class X SMA

References

Agustina, L. (2016). Upaya meningkatkan kemampuan pemahaman konsep dan pemecahan masalah matematika siswa SMP Negeri 4 Sipirok kelas VII melalui pendekatan matematika realistik (PMR). Jurnal Eksakta, 1(1), 1-7. doi: http://dx.doi.org/10.31604/eksakta.v1i1.%25p

Almuntasheri, S., Gillies, R. M., & Wright, T. (2016). The effectiveness of a guided inquiry based, teachers professional development programme on saudi students understanding of density. Science Education International, 17(1), 16-39. Retrieved from: https://www.researchgate.net/3329

Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka landasan untuk pembelajaran, pengajaran dan asesmen. Yogyakarta: Pustaka Pelajar.

Andiasari, L. (2015). Penggunaan model inquiry dengan metode eksperimen dalam pembelajaran IPA di SMPN 10 Probolinggo. Jurnal Kebijakan dan Pengembangan Pendidikan, 3(1), 15-20. doi: https://doi.org/10.22219/jkpp.v3i1.2186

Annisa, N., Sri, R., & Umi, F. (2016). Peningkatan kemampuan berpikir analitis siswa melalui penerapan model pembelajaran inkuiri terbimbing. Journal of Biology Education, 5(2), 163-170. doi: https://doi.org/10.15294/jbe.v5i2.7153

Arjani, L.M., Wayan, S., & Putri, S. (2020). Implementasi Kurikulum 2013 dan faktor-faktor yang memengaruhi pada pembelajaran IPA kelas VII di SMPNegeri 4 Kubutambahan tahun ajaran 2018/2019. Jurnal Pendidikan dan Pembelajaran Sains Indonesia, 3(1), 21-30. doi: http://dx.doi.org/10.23887/jppsi.v3i1.24619

Astriani, D., Herawati, S., Hadi, S., & Betty, L. (2017). Profil keterampilan berpikir analitis mahasiswa calon guru IPA dalam perkuliahan biologi umum. Jurnal Penelitian Pendidikan IPA, 2(2), 66-70. doi: http://dx.doi.org/10.26740/jppipa.v2n2.p66-70

Cahyono, B. (2017). Analisis keterampilan berpikir kritis dalam memecahkan masalah ditinjau perbedaan gender. Aksioma, 8(1), 50-64. doi: https://doi.org/10.26877/aks.v8i1.1510

Desti, B., Tritiyatma, H., & Yusmaniar. (2020). Pengembangan kemampuan berpikir analitis peserta didik melalui model pembelajaran prepare, do, review pada materi indikator asam basa. Jurnal Riset Pendidikan Kimia, 10(2), 70-78. doi: https://doi.org/10.21009/JRPK.102.02

Dettmer, Peggy. (2006). New blooms in established fields: four domains of learning and doing. ProQuest Education Journals, 28(2), 70-78. doi: https://doi.org/10.1080/02783190609554341

Effendi, R. (2017). Konsep revisi taksonomi bloom dan implementasinya pada pelajaran matematika SMP. Jurnal Ilmiah Pendidikan Matematika. 2(1): 72-78. doi: https://doi.org/10.26877/jipmat.v2i1.1483

Fadly, W. (2021). Profile of students analytical thinking skills in learning style for completing substance pressure problems. Jambura Physics Journal, 3(1), 1-15. doi: https://doi.org/10.34312/jpj.v3i1.9792

Fitriani., W. F., & Ulinnuha, N. F. (2021). Analisis keterampilan berpikir analitis siswa pada tema pewarisan sifat. Jurnal Tadris IPA Indonesia, 1(1), 55-67. Retrieved from: https://ejournal.iainponorogo.ac.id/index.php/jtii/article/view/64

Hake, R. R. (1999). Analyzing change/gain score. Indiana: Indiana University.

Heong Yee Mee, Widad., Jailani., & Tee Tze Kiong (2011). The level of marzano higher order thinking skills among technical education students. International Journal of Social Science & Humanity. 1(2): 121-125. doi: https://doi.org/10.7763/IJSSH.2011.V1.20

Ikhsan, N. K., & Supian, H. (2018). Implementasi dan pengembangan kurikulum 2013. Jurnal Edukasi, 6(1), 193-202. doi: http://dx.doi.org/10.25157/je.v6i1.1682

Johnson, E. B. (2014). Contextual teaching and learning: menjadikan kegiatan belajar mengajar mengasyikkan dan bermakna (2nd edition ed). Bandung: Kaifa.

Kurniati, R., Harimukti., & N.A. Jamil. (2016). Kemampuan berpikir tingkat tinggi siswa SMP di Kabupaten Jember dalam menyelesaikan soal berstandar PISA. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 142-155. Retrieved from: 10.21831/pep.v20i2.8058

Maryani, M., & Eva, N. (2016). Critical and analytical thinking skill in ecology learning: A correlational study. Jurnal Pendidikan Biologi Indonesia, 7(1), 63-70. doi: https://doi.org/10.22219/jpbi.v7i1.13926

Mattew, M. B., Kenneth, I. O. (2013). A study on the effects of guided inquiry teaching method on students achievement in logic. The International Research Journal, 2(1): 133-140. Retrieved from: http://iresearcher.org

Mulyasa, E. (2017). Guru dalam implementasi kurikulum 2013. Bandung: PT Remaja Rosdakarya.

Murizal, A. Y., & Yerizon. (2012). Pemahaman konsep matematis dan model pembelajaran quantum teaching. Jurnal Pendidikan Matematika, 1(1), 19-23. Retrieved from: https://www.academia.edu/22882439

Mustika, O. (2016). Pengaruh pendekatan saintifik berbasis discovery learning (DL) dan problem based learning (PBL) terhadap hasil belajar ditinjau dari komunikasi matematika. Biolmi, 1(2), 22-29. Retrieved from: http://eprints.ums.ac.id

Nilah & L, R. (2020). Analisis kemampuan berpikir analitis dan evaluasi dalam pembelajaran fisika pada topik usaha dan energi. Prosiding Seminar Nasional Fisika (E-Journal), Universitas Negeri Jakarta, 75-82, Desember 2020. Jakarta: Program Studi Fisika dan Pendidikan Fisika, Fakultas MIPA. doi: https://doi.org/10.21009/03.SNF2020.02.PF.12

Nugraha, A. J., Hardi, S., & Endang, S. (2017). Analisis kemampuan berpikir kritis ditinjau dari keterampilan proses sains dan motivasi belajar melalui model PBL. Journal of Primary Education, 6(1), 35-43. doi: https://doi.org/10.15294/JPE.V6I1.14511

Nurgiyantoro, B., Gunawan., & Marzuki. (2015). Statistik terapan untuk penelitian ilmu sosial: teori dan praktik dengan IBM SPSS statistic 21. Yogyakarta: Gadjah Mada University Press.

Patandean, A.J. (2014). Penilaian portofolio dalam pembelajaran fisika berbasis inquiri terbimbing. Jurnal Sains dan Pendidikan Fisika, 10(3): 255-262. doi: https://doi.org/10.35580/jspf.v10i3.962

Purwanto, A. (2012). Kemampuan berpikir logis siswa SMA Negeri 8 kota Bengkulu dengan menerapkan model inkuiri terbimbing dalam pembelajaran fisika. Jurnal Exacta, 10(2): 133-135. Retrieved from: http://repository.unib.ac.id/id/eprint/518

Rofiah, E., Nonoh, S. A., & Elvin, Y. E. (2013). Penyusunan tes kemampuan berpikir tingkat tinggi fisika pada siswa SMP. Jurnal Pendidikan Fisika, 1(2), 17-22. Retrieved from: https://jurnal.fkip.uns.ac.id/index.php/pfisika/article/view/2797

Rosana, L. N. (2014). Pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar sejarah siswa. Jurnal Pendidikan Sejarah, 3(1), 34-44. doi: https://doi.org/10.21009/JPS.031.04

Spaska, A. (2021). Enhancing analitycal thingking in tertiary students using debates. European Journal of Educational Research, 10(2), 879-889. doi: https://doi.org/10.12973/eu-jer.10.2.879

Sukma., Komariyah, L., & Syam, M. (2016). Pengaruh model pembelajaran inkuiri terbimbing (Guided Inquiry) dan motivasi terhadap hasil belajar fisika siswa. Jurnal Ilmu Pendidikan MIPA dan MIPA, 18(1): 2502-2768. Retrieved from: https://jurnal.unej.ac.id/index.php/STF/article/view/3185

Sukriyanto., Nanik, Y., & Umar, HM, S. (2014). Penerapan metode inquiry dalam meningkatkan aktivitas dan hasil belajar siswa mata pelajaran IPS pokok bahasan akibat perilaku manusia terhadap lingkungan di kelas IV SDN Barjasa Situbondo tahun 2012/2013. Unej Jurnal Pendidikan, 1(1), 32-34. Retrieved from: https://jurnal.unej.ac.id

Sulistiawati. (2014). Analisis kesulitan belajar kemampuan penalaran matematis siswa SMP pada materi luas permukaan dan volume limas. Proceeding Seminar Nasional Pendidikan dan TIK STKIP Surya, Universitas STKIP Surya, 205-225, Februari 2014. Tangerang: Program Studi Pendidikan Matematika.

Tse, N. C. J. (2013). “Identify different concepts and definitions of 'Curriculum' and show how they can be related to what you do as a teacher in the classroomâ€. The Hong Kong Institute of Education all Rights Reserved. Retrieved from: https://www.eduhk.hkstudentPDF

Ural, E. (2016). The effect of guided-inquiry labolatory experiments on science education students chemistry labolatory attitudes, anxiety, and achievement. Journal of Education and Training Studies, 4(4), 217-227. doi: http://doi.org/10.11114/jets.v4i4.1395

Utari, V., Fauzan, A., & Rosha, M. (2012). Peningkatan kemampuan pemahaman konsep melalui pendekatan PMR dalam pokok bahasan prisma dan limas. Jurnal Pendidikan Matematika Part 3. 1(1): 33-38. Retrieved from: https://www.e-jurnal.com/2015/03

Winarti. (2015). Profil kemampuan berpikir analisis dan evaluasi mahasiswa dalam mengerjakan soal konsep kalor. Jurnal Inovasi dan Pembelajaran Fisika, 2(1), 19-24. doi: https://doi.org/10.36706/jipf.v2i1.2350

Yulina, I. K., Permanasari, A., Hernani, H., & Setiawan, W. (2019). Analytical thingking skill profile and perception of pre-service chemistry teachers in analitycal chemistry learning. Journal Physics Conference Series, 1157(4), 1-7. doi:https://doi.org/10.1088/1742-6597/1157/4/042046

Yustian, S., Nur, W., & Yuni, P. (2015). Peningkatan kemampuan berpikir kritis dengan pembelajaran berbasis scientific approach siswa kelas X sma panjura malang. Jurnal Pendidikan Biologi Indonesia, 1(2), 240-254. doi: https://doi.org/10.22219/jpbi.v1i2.3335

Yuwono, G. R., Widha, S., & Nonoh, S. A. (2020). Pengaruh kemampuan berpikir analitis pada pembelajaran berbasis masalah (PBL) terhadap hasil belajar ranah pengetahuan. Edusains, 12(1), 10-112. doi: https://doi.org/10.15408/es.v12i1.11659

Author Biographies

Rama Cahyati, Universitas Negeri Yogyakarta

Bambang Subali, Universitas Negeri Yogyakarta

License

Copyright (c) 2022 Rama Cahyati, Bambang Subali

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).