Abstract
This study aims to determine the implementation of biological learning based on scientific approach, learning activities based on scientific learning, the dominant activity in the application of scientific approach, and scientific learning stages which is a problem in biology learning in SMA Negeri 1 Binjai T.P.2016 / 2017. The research design used is descriptive quantitative by using survey method. The samples were 2 biology teachers and 114 students. Data collection techniques using, observation sheets, student questionnaires, and interview guidelines. The result of the analysis shows that the implementation of learning with scientific approach is 80% with the interpretation implemented sufficiently. While the learning phase activity observes, asks, tries, associates, and communicates it is 86%, 85%, 75%, 78%, 75% with average enough to do. The dominant scientific learning stage is observation, and the scientific learning stage which is a problem in learning that is asking, and collecting information.Keywords: learning activities of scientific approach, implementation of learning, learning activity.
Highlights
This study aims to determine the implementation of biological learning based on scientific approach, learning activities based on scientific learning, the dominant activity in the application of scientific approach, and scientific learning stages which is a problem in biology learning in SMA Negeri 1 Binjai T.P.2016 / 2017
The result of the analysis shows that the implementation of learning with scientific approach is 80% with the interpretation implemented sufficiently
Zaim, M., (2017), Implementing Scientific Approach to Teach English at Senior High School in Indonesia, Asian Social Science, 13: 3340
Summary
Republik Indonesia Nomor 160 tahun 2014 tentang pemberlakuan Kurikulum tahun 2006 (KTSP) dan Kurikulum 2013. Proses pembelajaran pada satuan pendidikan diselenggarakan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan. Kegiatan pembelajaran pendekatan saintifik (5M) di dalam pembelajaran tidak hanya mendorong partisipasi aktif peserta didik di dalam kelas, tetapi juga memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik (Wardani, 2014). Menurut Hosnan dalam Selvira, (2016) pendekatan saintifik dimaksudkan untuk memberikan pemahaman kepada peserta didik dalam mengenal dan memahami berbagai materi menggunakan pendekatan ilmiah, bahwa informasi bisa berasal dari mana saja, kapan saja dan tidak bergantung pada informasi searah dari guru. Tujuan penelitian adalah untuk mengetahui pelaksanaan pembelajaran berbasis scientific approach yang dilakukan selama pembelajaran biologi, kegiatan belajar berdasarkan pembelajaran saintifik (scientific approach), aktivitas dari tahapan belajar saintifik yang dominan dilakukan selama pembelajaran biologi, tahapan belajar dari pendekatan saintifik yang merupakan masalah dalam pembelajaran biologi
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
