Scientific Reasoning Skills and Scientific Attitudes of Students in Learning Physics Using Guided Inquiry Model with Vee Map

Authors

Lintang Pascaeka , Singgih Bektiarso , Alex Harijanto

DOI:

10.29303/jppipa.v9i11.4467

Published:

2023-11-25

Issue:

Vol. 9 No. 11 (2023): November

Keywords:

Guided inquiry model, Scientific attitude, Scientific reasoning skills

Research Articles

Downloads

How to Cite

Pascaeka, L., Bektiarso, S. ., & Harijanto, A. . (2023). Scientific Reasoning Skills and Scientific Attitudes of Students in Learning Physics Using Guided Inquiry Model with Vee Map . Jurnal Penelitian Pendidikan IPA, 9(11), 9610–9618. https://doi.org/10.29303/jppipa.v9i11.4467

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to examine the effect of guided inquiry learning model with vee map on scientific reasoning skills and to examine the effect of guided inquiry learning model with vee map on scientific attitude of high school students on temperature and heat material. This type of research uses true-experiment with pretest-posttest control group design. The sample determination used cluster random sampling method. The samples of this study were XI MIPA 1 class as the control class and XI MIPA 2 as the experimental class. The research instruments used were pre-test and post-test questions using Lawson Classroom Test Scientific Reasoning indicators and scientific attitude questionnaires. Data analysis techniques using SPSS 26. The results showed that there was a significant effect of guided inquiry learning model with vee map on scientific reasoning skills with a significance of 0.000 and there was a significant effect of guided inquiry learning model with vee map on the scientific attitude of students with a significance of 0.000. Therefore it can be concluded that inquiry learning model accompanied by vee map can encourage students to be active in concept discovery and improve students' scientific reasoning skills.

References

Ahmad, F., Sukarmin, & Aminah, N. S. (2015). Pengaruh pembelajaran fisika pada materi fluida dinamik menggunakan metode problem based learning (pbl) dan inkuiri terbimbing ditinjau dari kemampuan awal dan sikap ilmiah terhadap prestasi belajar dan kreativitas. Inkuiri, 4(2), 78–86. https://doi.org/10.20961/inkuiri.v4i2.9580

Aini, N., Subiki, & Supriadi, B. (2018). Identifikasi kemampuan penalaran ilmiah (scientific reasoning) siswa SMA di Kabupaten Jember pada pokok bahasan dinamika. Fkip E-Proceeding, 3(1), 121–126.

Asmoro, S. P., Suciati, S., & Prayitno, B. A. (2021). Empowering Scientific Thinking Skills of Students with Different Scientific Activity Types through Guided Inquiry. International Journal of Instruction, 14(1), 947–962. https://doi.org/10.29333/iji.2021.14156a

Astika, I. K. U., Suma, I. K., & Suastra, I. W. (2013). Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Sikap Ilmiah Dan Keterampilan Berpikir Kritis. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 3(1), 2. Retrieved from https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/851

Bao, L., Cai, T., Koenig, K., Fang, K., Han, J., Wang, J., Liu, Q., Ding, L., Cui, L., Luo, Y., Wang, Y., Li, L., & Wu, N. (2009). Learning and Scientific Reasoning. Science, 323(5914), 586–587. https://doi.org/10.1126/science.1167740

Bao, L., Fang, K., Cai, T., Wang, J., Yang, L., Cui, L., Han, J., Ding, L., & Luo, Y. (2009). Learning of content knowledge and development of scientific reasoning ability: A cross culture comparison. American Journal of Physics, 77(12), 1118–1123. https://doi.org/10.1119/1.2976334

Daryanti, E. P., Rinanto, Y., & Dwiastuti, S. (2015). Peningkatan kemampuan penalaran ilmiah melalui model pembelajaran inkuiri terbimbing pada materi sistem pernapasan manusia. Jurnal Pendidikan Matematika Dan Sains, 3(2), 163–168. https://doi.org/10.21831/jpms.v6i2.10948

Doyan, A., Susilawati, S., Hadisaputra, S., & Muliyadi, L. (2022). Effectiveness of Quantum Physics Learning Tools Using Blended Learning Models to Improve Critical Thinking and Generic Science Skills of Students. Jurnal Penelitian Pendidikan IPA, 8(2), 1030–1033. https://doi.org/10.29303/jppipa.v8i2.1625

Farber, P. (2003). Teaching evolution and the nature of science. The American Biology Teacher, 65(5), 347–354. https://doi.org/10.2307/4451513

Fry, H., Ketteridge, S. & Marshall, S. (2009). A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. New York: Routledge.

Han, J. (2013). Scientific Reasoning: Research, Development, and Assessment. Doctoral dissertation. The Ohio State University.

Handayani, G. A, Windyariani, S., & Yanuar Pauzi, R. (2020). Profil Tingkat Penalaran Ilmiah Siswa Sekolah Menengah Atas Pada Materi Ekosistem: (Profile Of The Level Of Scientific Reasoning Of High School Student On Ecosystem Material). BIODIK, 6(2), 176–186. https://doi.org/10.22437/bio.v6i2.9411

Himawan, N. A., Jumadi, J., & Purwanto, E. (2020). Identifikasi Kemampuan Penalaran Siswa Kelas XI Di MAN 4 Bantul Pada Suhu Dan Kalor. EDUSAINS, 12(1), 30–37. https://doi.org/10.15408/es.v12i1.12784

Indahsari, S. N., Supeno, & Maryani. (2020). Student Worksheet Based On Inquiry With Vee Map To Improve Students’ Scientific Reasoning Ability In Physics Learning In Senior High School. Journal of Physics: Conference Series, 1465, 012036. https://doi.org/10.1088/1742-6596/1465/1/012036

Istiqamah, N., Doyan, A., & Taufik, M. (2016). Pengaruh Model Pembelajaran Discovery dan Inkuiri Terbimbing Berbasis Eksperimen Terhadap Hasil Belajar Fisika dan Sikap Ilmiah Siswa. Jurnal Penelitian Pendidikan IPA, 2(1). https://doi.org/10.29303/jppipa.v2i1.30

Lai, E. R., & Viering, M. (2012). Assesing 21" Century Skill: Intergrating Research Finding National Council on Measurement in Education. Vancouver B.C: Pearson.

Malik, A., Setiawan, Y., & Setya, W. (2021). Development of Quizizz-Based Interactive Questions to Measure Scientific Reasoning Skills. Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 7(1). https://doi.org/10.25273/jpfk.v7i1.9474

Martin, M. O., Mullis, I. V., Gonzales, E. D., Gregory, K. D., Smith, T. A., & Chorostowski, J. S. (2012). TIMSS 2011 International Result in Science. Chestnut Hill: TIMSS dan PIRLS International Study Center.

Masyhud, H. M. S. (2016). Metode Penelitian Pendidikan. Jember: Lembaga Pengembangan Manajemen dan Profesi Kependidikan (LPMPK).

Mayangsari, F., Yusrizal, & Mustafa. (2020). Application of guided inquiry learning model to improve students’ scientific attitudes and learning outcomes. Journal of Physics: Conference Series, 1460, 012138. https://doi.org/10.1088/1742-6596/1460/1/012138

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting Students’ Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials. Journal of the Learning Sciences, 15(2), 153–191. https://doi.org/10.1207/s15327809jls1502_1

Niana, R., & Ekawati, E. Y. (2016). The Application of Guided Inquiry Model On Physic Learning To Improve Scientific Attitude And Students’ Analysis Ability. In Proceeding Of Teacher Training And Education, 2(1), 605–615. Retrieved from https://jurnal.uns.ac.id/ictte/article/view/7168

Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29–52. https://doi.org/10.1007/BF00377984

OECD. (2013). PISA 2012 Financial Literacy Framework. PISA 2012 Assessment and Analytical Framework, 139–165. Retrieved from https://www.oecd.org/pisa/pisaproducts/PISA%202012%20framework%20e-book_final.pdf

Oktafia, F. (2022). Model pembelajaran inkuiri terbimbing sebagai upaya untuk meningkatkan hasil belajar. Authentic Learning, 1(1), 14–18. Retrieved from https://journals.ki-pi.org/index.php/authenticlearning/article/view/245

Osterhaus, C., & Koerber, S. (2021). The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years. Child Development, 92(5), 1872–1888. https://doi.org/10.1111/cdev.13627

Parwati, G. A. P. U., Rapi, N. K., & Rachmawati, D. O. (2020). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan kemampuan berpikir kritis dan sikap ilmiah siswa SMA. Jurnal Pendidikan Fisika Undiksha, 10(1), 49. https://doi.org/10.23887/jjpf.v10i1.26724

Rimadani, E., Parno, & Diantor, M. (2017). Identifikasi kemampuan penalaran ilmiah siswa SMA pada materi suhu dan kalor. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(6), 833–839. http://dx.doi.org/10.17977/jptpp.v2i6.9440

Shofiyah, N., Supardi, Z. A. I., & Jatmiko, B. (2013). Mengembangkan penalaran ilmiah (scientific reasoning) siswa melalui model pembelajaran SE pada siswa kelas X SMAN 15 Surabaya. Jurnal Pendidikan IPA Indonesia, 2(1), 83–87. https://doi.org/10.15294/jpii.v2i1.2514

Sugiyono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.

Sundari, P. D., & Rimadani, E. (2020). Peningkatan Penalaran Ilmiah Siswa melalui Pembelajaran Guided Inquiry Berstrategi Scaffolding pada Materi Suhu dan Kalor. Jurnal Eksakta Pendidikan (JEP), 4(1), 34. https://doi.org/10.24036/jep/vol4-iss1/402

Trianto. (2009). Mendesain Model Pembelajaran Inovatif-Progesif. Jakarta: Kencana Prenada Media Group.

Utami, P., Supeno, & Bektiarso, S. (2019). Lembar Kerja Siswa (LKS) berbasis inkuiri dengan bantuan scaffolding konseptual untuk meningkatkan keterampilan penalaran ilmiah fisika siswa SMA. FKIP E-PROCEEDING, 4(1), 134–140. Retrieved from https://jurnal.unej.ac.id/index.php/fkip-epro/article/view/15153

Van De Sande, E., Kleemans, T., Verhoeven, L., & Segers, E. (2019). The linguistic nature of Children’s scientific reasoning. Learning and Instruction, 62, 20–26. https://doi.org/10.1016/j.learninstruc.2019.02.002

Wulansari, A., Bektiarso, S., & Supeno. (2019). Model guided inquiry disertai teknik peta konsep dalam pembelajaran fisika. FKIP E-PROCEEDING, 4(1), 224–227. Retrieved from https://jurnal.unej.ac.id/index.php/fkip-epro/article/view/15172

Yulianti, E., Mustikasari, V. R., Hamimi, E., Rahman, N. F. A., & Nurjanah, L. F. (2020). Experimental Evidence Of Enhancing Scientific Reasoning Through Guided Inquiry Model Approach. AIP Conference Proceeding 2215(1). https://doi.org/10.1063/5.0000637

Yulianti, E., & Zhafirah, N. N. (2020). Analisis Komprehensif pada Implementasi Pembelajaran dengan Model Inkuiri Terbimbing: Aspek Penalaran Ilmiah. Jurnal Penelitian Pendidikan IPA, 6(1), 125–130. https://doi.org/10.29303/jppipa.v6i1.341

Zulkipli, Z. A. (2020). Identifying Scientific Reasoning Skills Of Science Education Students. Asian Journal of University Education, 16(3), 275. https://doi.org/10.24191/ajue.v16i3.10311

Author Biographies

Lintang Pascaeka, University of Jember

Singgih Bektiarso, Universitas Jember

Alex Harijanto, Universitas Jember

License

Copyright (c) 2023 Lintang Pascaeka, Singgih Bektiarso, Alex Harijanto

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).