Penerapan Model Pembelajaran Inkuiri untuk Membentuk Habits of Mind Siswa

Authors

  • Masiah Masiah IKIP Mataram

DOI:

https://doi.org/10.33394/j-ps.v5i2.1158

Keywords:

Inquiry Learning Model, Habits of Mind

Abstract

This study aims to improve students' habits of mind through the implementation of inquiry learning models. This research is classroom action research (CAR) which consists of stages: (1) action planning, (2) implementation of actions, (3) observation and interpretation, (4) analysis and reflection. The subjects of this study were 30 people. Data collection techniques are carried out by observation, questionnaire, and test. Based on the results of the study, the n-gain of students' habits of mind is 0.62 (medium category), this is captured through questionnaire data given at the beginning and at the end of the learning so that they can know the initial conditions before and after the application of inquiry learning. The results of the student questionnaire in Cycle I were 40%, Cycle II 47% and Cycle III as many as 57% of students who had habits of mind in a good category. Student's N-gain test is 0.73 with a high category and student completeness reaches 83%. Based on the results of the study it can be concluded that the application of inquiry learning models can improve students' habits of mind.

References

Anwar, C. (2005). Penerapan penilaian kinerja (performance assessment) dalam membentuk habits of mind siswa pada pembelajaran konsep lingkungan. (Tesis tidak dipublikasikan). Bandung: Pascasarjana Pendidikan IPA Universitas Pendidikan Indonesia.

Basuki. (2004). Metode Penelitian. Jakarta: Galia Indonesia

Bilgin, I. (2009). The effects of guided inquiry instruction incorporating a cooperative learning approach on university students’ achievement of acid and bases concepts and attitude toward guided inquiry instruction. Journal Scientific Research and Essay, 4(10), 1038-1046.

Cinches, F. (2012). Mediating effects of graduate faculty habits of mind on the relationship between core-self evaluations and adult learning practices. Liceo Journal of Higher Education Research, 7(1). ISSN 2094-1064.[Online]. Tersedia: http://dx.doi.org/10.7828/ljher.v7i1.23. [17 November 2013].

Costa , A.L., & Kalliks, B. (2000). Describing 16 habits of mind. habits of mind: A developmental series. Alexandria, VA: ASCD.

Idrus, T. (2013). Penerapan asesmen portofolio untuk meningkatkan habits of mind siswa dan penguasaan konsep siswa kelas XI. UPI: Respository. UPI. Edu.

Marzano, R.J., & McTighe. (1993). Assessing student outcomes. performance assessment using the dimension of learning model. Alexandria, Virginia; Association for Supervision and Curriculum Development.

Ozdilek, Z.,& Nermin B. (2009). The effect of a guided inquiry method on pre-service teachers’ science teaching self-efficacy beliefs. Journalof Turkish Science Education, 6(2). [Online]. Tersedia: http://www.tused.org. [19 November 2013].

Panasan, M.,& Prasart N. (2010). Learning outcomes of project-based and inquiry-based learning activitie. Journal of Social Sciences, 6(2), 252-255,.

Richard K,. Coll N. T., & Mark C. L. (2009). Scientists' habits of mind as evidenced by the interaction between their science training and religious beliefs. International Journal of Science Education, 31(6), 725–755.

Suwartaya, Nugroho & Khumaedi. (2013). Pengembangan perangkat pembelajaran model inkuiri terbimbing berrefleksi pada materi konduktor dan isolator panas. Journal of Primary Education. 2(1), 13-20.

Wahidmurni. (2017). Penelitian tindakan kelas. Malang: UM Press.

Downloads

Published

2017-12-27

How to Cite

Masiah, M. (2017). Penerapan Model Pembelajaran Inkuiri untuk Membentuk Habits of Mind Siswa. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 5(2), 55–58. https://doi.org/10.33394/j-ps.v5i2.1158

Issue

Vol. 5 No. 2: December 2017

Section

Research Articles

License

Authors who publish with this journal 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 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  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 acknowledgement of its initial publication in this journal.
  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).

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