MASTERY OF CONCEPTS, SCIENTIFIC ATTITUDES, AND SCIENCE PROCESS SKILLS IN INQUIRY-BASED LEARNING IN THE 5th GRADE

Tri Suryaningsih,Ferry Ferdiana Ruslih

doi:10.32934/jmie.v4i2.191

Abstract

The purpose of this study is to analyze the improvement mastery of concept, scientific attitude, and science process skill in the learning of structured and guided inquiry learning and analyzed the difference. This research was conducted in SDN Purwoyoso 02 and 03 with quasy-experiment method, experiment class 1 using structured inquiry and exeperiment class 2 using guided inquiry learning model. Data collection techniques used 20 multiple choice tests, 5 indicators of scientific attitude observation and 5 indicators observation of science process skills. Data analysis techniques use N-gain and independent samples t-test. The study showed the following results: (1) there is an increased of mastery of concepts, scientific attitudes and scientific process skills students in structured inquiry class with medium category gain. (2) there is an increase of mastery of concepts, scientific attitudes with and science process skills students in guided inquiry class with medium category gain. (3) there is a difference of mastery of concept, scientific attitude and science process skill between structured and guided inquiry class students. The result of mastery of scientific concepts, scientific attitudes, and inquiry skills of inquiry classes is higher than the structured inquiry class. The results of this study can be concluded that inquiry learning is better guided than structured inquiry.

Highlights

The most important goal of science education is to teach students how to become involved in the investigation and allow individuals to use science process skills (Aktamis, H., & Ergin, 2008)
Based on the pretest result, the structured and guided inquiry class is relatively the same. It is seen from the acquisition of master test results of student concepts before learning to use structured and guided inquiry
It is seen from the acquisition of test results after learning using structured and guided inquiry

Summary

Introduction

The most important goal of science education is to teach students how to become involved in the investigation and allow individuals to use science process skills (Aktamis, H., & Ergin, 2008). The idea that traditional teaching and more reliance on textbooks could be responsible for the increase in students' negative attitudes about science (Hacieminoglu et al, 2009) and teachers do not teach about science process skills first and do not encourage students to seek (Ergul, R., Simsekli, Y., Calis, S., Ozdilek, Z., Gocmencelebi, S., & Sanli, 2011). This condition shows that science learning process in primary school is still done conventionally. The role of the teacher has not fully implemented the learning actively and creatively in involving the students and not yet using the approach/learning strategy that varies based on the character of the subject (Susanto, 2012)

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