Abstract
Important science lessons are introduced to elementary school students through inquiry. This training is important to do because one key determinant of succesful laboratory activities is teachers. This course aims to enable teachers to design an inquiry-based Laboratory Activity and be able to apply it in the classroom. The training was conducted at SD-Kreatif Bojonegoro by Modeling, Design Laboratory activities and Implementing. The results of Laboratory Activities designed to trace the seven aspects that can support the development of inquiry skills in either category. The teacher's response in this activity is positive. The conclusion of this training can improve the ability of teachers in designing and implementing laboratory activities of Science and then expected to positively affect the frequency of science laboratory activities. Usually teachers use learning by using this Laboratory Activity, it will be affected on the pattern of inquiry behavior to the students as well so that will achieve the expected goals. Teachers are expected to continue for other topics, even for other similarly characterized subjects. This habitation is important so that the teacher's skill in making Laboratory Activity continues to be well honed and useful for the students.
Highlights
Teachers' learning tends to teach like when teachers are taught lecturers during college
With the use of teachers using the learning by using this inquiry LKS, it will be affected to the pattern of inquiry behavior to the students as well, so that will achieve expected goals [12, 13]
Training Activities conducted at SD Kreatif Jalan Mangga, campus complex of Universitas Terbuka in Bojonegoro Learning Group, which starts from July to November 2017 from three planned training stages has been successfully done with the following results
Summary
Teachers' learning tends to teach like when teachers are taught lecturers during college. If the teacher is taught using the conventional method, when the teacher prefers to teach by the way of lecture method, the learning is not suitable or less suitable for the students. Distinguishing the learned science is difficult for teachers, teaching it to the students [1]. Science learning in some elementary schools (SD), teachers generally perform the lecture method by the teacher directly, asking students to summarize the taught topics, or to ask students to read certain material, to compose papers in groups, to present it in front of the class. The discussion, question and answer session about the contents of the paper. Question and answer session, students ask questions about things that considered unclear to the presenter group.
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