Abstract
<p align="center"><strong><em>ABSTRACT</em></strong></p><p><em>The purpose of the study was to investigate the effect of scientific approach towards science learning outcomes with covariable of initial ability on fifth-grade students of public elementary schools in Cluster VII South Kuta. The design of the study was Single Factor Independent Group Design with Use of Covariate. The sample in this study was 86 students, determined by using a random sampling technique. Data obtained were processed by using one-way analysis of covariance (ANACOVA). The results show that: 1) there is a difference in science learning outcomes between students who follow learning using a scientific approach and those who follow the conventional learning model. Science learning outcomes of students who follow learning using scientific approach is higher than science learning outcomes of those who follow the conventional learning model; 2) after controlling the covariable of initial ability, there is a difference in science learning outcomes between students who follow learning using scientific approach and those who follow the conventional learning model; (3) there is a contribution of initial ability to science learning outcomes, in which the contribution percentage of initial ability of students who follow learning using scientific approach is 67.2%, whereas contribution percentage of initial ability of students who follow the conventional learning model is 46.7%.</em></p>
Highlights
The purpose of the study was to investigate the effect of scientific approach towards science learning outcomes with covariable of initial ability on fifth-grade students of public elementary schools in Cluster VII South Kuta
Data obtained were processed by using one-way analysis of covariance (ANACOVA)
The results show that: 1) there is a difference in science learning outcomes between students who follow learning using a scientific approach and those who follow the conventional learning model
Summary
Uno(2006) dimana guru harus menguasai keterampilan dalam mengajar agardapat mengelola proses pembelajaran dengan baik yang berimplikasi padapeningkatan kualitas lulusan sekolah dan diharapkan dapat menyelesaikanberbagai permasalahan yang timbul dalam proses pembelajaran. Penerapan KTSP, StandarKompetensi (SK) dan Kompetensi Dasar (KD) IPA di SD/MI merupakan standar minimum yang secara nasional harus dicapai oleh peserta didik dan menjadi acuan dalam pengembangan kurikulum di setiap satuan pendidikan. KI 1, KI 2, dan KI 4 harus dikembangkan dan ditumbuhkan melalui proses pembelajaran setiap materi pokok yang tercantum dalam Kompetensi Inti (KI) 3. Hakim (2015) dalam studi kasusnya tentang implementasi pembelajaran IPA dengan pendekatan saintifik mengungkapkan bahwa salah satu kelemahan proses pembelajaran adalah gaya pembelajaran yang di bawakan oleh guru masih monoton, tidak variatif, dan tidak menggunakan strategi dan model pembelajaran aktif. Proses pembelajaran semestinya dilakukan secara sistematis dimana siswa difasilitasi untuk membangun pengetahuannya sendiri melalui kegiatan mengamati, menanya, eksperimen, mengasosiasikan dan mengkomunikasikan. Pendekatan saintifik dapat disebut juga sebagai bentuk pengembangan sikap baik sosial, relijius, pengetahuan, dan keterampilan peserta didik dalam mengkomunikasikan serta mengaplikasikan materi pelajaran. Dalam pendekatan ini peserta didik tidak lagi dijadikan sebagai objek pembelajaran, tetapi merupakan subjek pembelajaran dimana guru hanya berperan sebagai fasilitator dan motivator saja sehingga pembelajaran tidak dalam kondisi “mentransfer ilmu”
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