Scientific Approach Learning Research Articles

EFEKTIFITAS PENDEKATAN SANTIFIK DALAM MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR RANAH KOGNITIF SISWA KELAS IV (Study Eksperimen di MI Maulana Maghribi Pundong Bantul)

This writing is motivated by the lecture method that puts forward the teacher center principle which is often used by teachers who have the potential to be a source of lack of student activity in science learning at MI Maulana Maghribi. An innovative approach to learning by prioritizing the role of students is possible to provide space for student activity. The scientific approach which is motivated by teaching and learning activities that are less passive in providing a stimulus for student activity and changing the paradigm from teacher oriented to student oriented is possible to bring about changes both in relation to learning outcomes and student activity. This writing is quantified using a quasi-experimental design with one group pretest posttest design. This writing aims to reveal the effectiveness of the application of the scientific approach in increasing the activeness and learning outcomes of science subjects in grade IV at MI Maulana Maghribi, Bantul, Yogyakarta. The results of the descriptive test reveal that learning with a scientific approach has not been able to increase student learning activities optimally. The results of the different test of learning outcomes between before and after the application of the scientific approach in learning got a t-hit coefficient = 5.589 with p ≤ 0.05 (significant), learning outcomes after application (x̄ = 67.27) were higher than before the application (x̄ = 48.52). Based on these results, it can be concluded that the application of a scientific approach to science lessons for fourth grade students at MI Maulana Maghribi Pundong Bantul, Yogyakarta on the 2015/2016 Academic Year: 1) Not optimal in increasing student activity in science learning, 2) Successfully improving science learning outcomes.

Implementasi Pendekatan Saintifik Dalam Pembelajaran Bahasa Jawa Kelas V Di SD Negeri 1 Karanganyar

Learning Javanese at SD Negeri 1 Karanganyar looks monotonous and less meaningful, resulting in low motivation and student learning outcomes. Therefore, it is necessary to apply a scientific approach in supporting the 2013 curriculum. The purpose of this research is to find out the implementation of scientific approach in learning Javanese language class SD Negeri 1 Karanganyar. The research method uses qualitative approach and phenomenological research type. Research data is obtained through interviews, observations, and documentation. Data analysis is obtained through data collection, data reduction, data presentation, and conclusion drawing. The results of this study showed that the implementation of scientific approach in Javanese language learning in fifth graders about Pangkur song through five stages, namely: observing, questioning, exploring, osciating, communicating and implications for students' learning motivation. But in the implementation of scientific approach implementation 5M is done not necessarily in order but adjusting to the situation and conditions during learning. The five stages have been implemented at SD Negeri 1 Karanganyar well and optimally and have implications for students' learning motivation is very high.

Pendekatan Scientifik Approach Dalam Pembelajaran Pendidikan Agama Islam (PAI)

Islamic religious education is a conscious effort to foster and nurture students so that they can always understand the teachings of Islam as a whole (kaffah) and then live the goals that ultimately practice and make Islam a way of life. The application of a scientific approach in learning does not only focus on how to develop student competence in conducting observations or experiments, but how to develop knowledge and thinking skills so that they can support creative activities in innovating or working. The criteria for scientific learning are as follows: (1) learning based on facts or phenomena that can be explained by logic, (2) teacher explanations, student responses, and student teacher educative interactions are free from reasoning that deviates from the flow of logical thinking. (3) Encourage and inspire students to think critically. (4) Encouraging and inspiring students to be able to think hypothetically, (5) Encouraging and inspiring students to be able to understand, apply, and develop rational and objective thinking patterns, (6) Based on concepts, theories, and empirical facts that can be accounted for. (7). Learning objectives are formulated in a simple, clear, and attractive presentation system. While the learning process must avoid non-scientific traits or values ​​including: intuition, common sense, prejudice, discovery through trial and error, and from critical thinking. The steps in scientific learning include: (1) Observing (observing), (2) Questioning (asking), (3) Experimenting (trying), (4) Associating (reasoning), (5) Networking (forming a network).

Pendampingan Penyusunan LKPD berbasis Scientific Approach pada Guru Sekolah Dasar

<p class="Abstract">Assignment to use students worksheet as an alternative teacher to support learning during a pandemic. This training activity aims to improve the ability of teachers in compiling and developing students worksheet based on the Scientific Approach in learning. This activity was carried out in collaboration with the coordinator of the Sendangtirto Cluster Elementary School, Berbah, Sleman. This activity involved 30 elementary school teachers as participants, with a training model. Data on increasing the ability of participants was obtained through a questionnaire. Based on the data obtained, there was an increase in the assessment and ability of teachers towards the preparation and use of students worksheet based on the scientific approach after participating in this training activity into high and very high categories. After the training, participants are able to prepare students worksheet based on a scientific approach and implement it in learning.</p>

Peningkatan Hasil Pembelajaran HOTs Mata Pelajaran Bahasa Inggris Materi Expressing Giving Compliment and Congratulation Melalui Scientific Approach Model Pembelajaran Abad Ke-21 Metode Blended Learning Peserta Didik Kelas X.IPK.3 MAN 2 Kota Payakumbuh

This study aims to see and analyze the increasing in learning outcomes of students in class X.IPK.3 Payakumbuh Odd Semester for the 2021/2022 Academic Year, in English subjects Expressing Giving Compliment and Congratulation Materials through the Scientific Approach of the 21st Century Learning Model Blended Learning Method in HOTS learning. This research was conducted using the Classroom Action Research method which consisted of two cycles, where each cycle consisted of: planning, action, reflection, and evaluation. It was conducted from August to November 2021. The data was processed in each cycle and then analyzed using percentages. The results obtained in the pre-cycle, cycle I and cycle II showed an increase. The average grade for students' knowledge increased from 49.31 with 0% completeness in the pre-cycle to 73.43 to (41.67%) in the first cycle and 77.70 (77.78%) in the second cycle. Here it can be seen that the percentage of students who did not complete decreased. The average value of the skill class was significant. It is proven by the gain from 80.56 in the pre-cycle to 84.51 (4.90%) in the first cycle, and to 93.61 (10.77%) in the second cycle. In each action, all students complete 100%. Based on the results of the second cycle assessment, it can be interpreted that the implementation of the 21st Century Scientific Approach Learning Model Blended Learning Method can improve students' high-level English learning outcomes, although the increase is not in line with expectations, but it is quite effective in learning English. The conclusion obtained from this research is that the use of the Scientific Approach 21st Century learning model with the Blended Learning method in HOTS learning can improve student learning outcomes.

Fostering Students’ Critical Thinking Skill in Chemistry through Science, Technology, Society, Environment (STSE) Collaborative Learning

Learning activities always develop following the needs of the times. Some skills, such as critical thinking, need to be possessed by 21st-century individuals. This study aims to analyze critical thinking skills of students who learn collaboratively based on the Science, Technology, Society, and Environment (STSE) learning approach. A posttest nonequivalent control group design was adopted in this research. Through cluster random sampling, 68 students at one public senior high school in Sleman Yogyakarta, participated as a research sample, which divided into 2 classes. Students in experimental class (N=35) has been learn about electrolyte nonelectrolyte topic through collaborative learning based STSE approach. While, the other students in the control class (N=34), taught by student center learning. In the fifth meetings, students’ critical thinking skill was measured as a research data through an essay questions instruments that has been empirically validated. Afterwards, research data were analyzed using independent sample t-test. Moreover, the p-value shown in the analysis results was 0.009. This result is sufficient to indicate that at the 95% confidence level there is a significant difference in students' critical thinking skill between the experimental class and the control class. The partial eta squared value shows that STSE learning approach has an effect to fostering students’ critical thinking in learning chemistry, in this research there was 9.8% effect that can be highlighted.

The effects of Argumentation Based Science Learning (ABSL) approach on students’ science achievements

The study aims to determine the effect of using argumentation-based science learning approach (ABSL) on science achievementof the 6th grade students in teaching three different units of science lesson including biology, chemistry and physics.The study was conducted with 55 sixth grade students from three different classes. In this study, quasi-experimental research design, one of the experimental research designs was preferred. The classes were assigned randomly as two experimental groups and one control group. While ABSL approach supported by brochure production and report writing was used in the experimental groups, the current curriculum was used in the control group.Science achievement test was applied as pretest and posttest.Mixed Between-Within Subjects ANOVA was used in the analysis of the data. According to the posttest results obtained from the study; it was found out that in biology unit, the experimental group supporting ABSL with brochure was more successful than the control group, there was no difference between the group supporting ABSL with report and the control group; in chemistry unit, there was no difference between the groups and in physics unit the experimental groups were more successful than the control group. The results showed that ABSL approach supported by brochure increased 6th grade students’ academic achievement in biology unit, and ABSL approach supported by both brochure and report increased their academic achievement in physics unit. 

Implementasi Pendekatan Saintifik Kurikulum 2013 Revisi Pada Madrasah Aliyah Peminatan Ilmu Keagamaan di Aceh

The components of the scientific approach in learning emphasize more on observing, asking, trying, reasoning, and communicating activities. The ultimate goal of learning, all competencies are balanced between attitudes, skills, and knowledge. Initial observations in Madrasah Aliyah that there is a Religious Science Specialization in Aceh partially have not implemented learning with the 2013 Curriculum Scientific Approach, the learning process in the classroom is also still teacher-centered and the assessment has not fully used authentic assessment. This field research uses a qualitative approach, research procedures that produce descriptive data on teacher readiness in madrasah. The results of the study indicate that the readiness of teachers who teach in the religious sciences majors at Madrasah Aliyah in Aceh in implementing the scientific approach to the 2013 curriculum has made various efforts, both in learning planning, learning implementation, and learning assessment, such as compiling a learning implementation plan that is in accordance with scientific learning. The implementation of learning is not optimal, this is because there are several factors, including in formulating scientific learning must be supported by all sectors, both media, methods, and student readiness. So the implementation in the field is still constrained by the availability of supporting media, if any, the number is very limited. The results of this study recommend policymakers provide support for learning media, at least in the form of policies that support independent and high-achieving madrasas.

The Effect of Scientific Learning with Video Media on Students' Understanding of Animal Adjustment to Their Environment

Science learning in elementary schools has the aim of introducing students to nature and the surrounding environment and being able to understand the role of students in environmental conservation. Science consists of various science theories and through real learning students are able to understand these theories. So far, the implementation of science learning in elementary schools is still using conventional learning models through lectures, questions and answers, and assignments. In learning science, teachers tend to use image media in elementary school science textbooks. Learning that is more dominated by teachers causes students to become passive so that students' understanding of science material is low. To overcome these problems, teachers need to innovate in order to be able to improve the quality of science learning. One of the innovations that can be done by teachers is using a scientific approach in science learning and utilizing video as a science learning medium. The purpose of this study was to prove the effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment. The researcher uses a quantitative research approach because the data generated is in the form of numbers and analyzed statistically. This research is an experimental research and a one group pretest-posttest research design. The population and sample of this study were students of class V with a total of 23 students. The instrument used to collect research data was a test sheet to measure students' understanding of the adaptation of animals to their environment. By using a paired sample t test analysis through SPSS 21, it was concluded that there was an effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment.

The influence of the scientific approach learning model on the learning outcomes of Buddhism and students' creative thinking skills

The study aims to analyze the effect of the learning model with a scientific approach on the learning outcomes of Buddhism and students' creative thinking skills. The study Employing quantitative research, this study carries out a pre-experimental design with one group pretest-posttest design. The research population is SMP Negeri Uggulan Doremi students, and the samples are the grade VIIA students in the 2020/2021 academic year. The instruments used are science learning outcomes tests and creative thinking skills tests. Descriptive statistics and T-test analyze data on learning outcomes and creative thinking skills. The results show that there is a significant difference in (1) learning outcomes between students who were taught using the direct instruction model and students who were taught using the scientific approach (p<0.05), and (2) students' creative thinking skills between students who were taught using the direct instruction model and students who are taught using the scientific approach (p<0.05). This study proves that the scientific approach is an effective learning model to improve student learning outcomes and creative thinking skills.

Correcting Students’ Understanding about Simple Direct Current (DC) Circuits through Scientific Approach

This paper reports the effect of teaching electricity in simple DC circuits using a scientific approach on students’ understanding. The study was a pre-experimental design using 12 students. They were all studying in specific first secondary schools in the sub-urban area in Kasongan City, Katingan Regency, Central Kalimantan Province. This work used the multiple-choice tests to combine reasoning and certainty of response index (CRI). This test was used as pre and post-test, respectively, to assess students’ understanding of electricity in simple DC circuits. As a result, it is found that the secondary students have alternate conceptions about simple DC circuits, such as “electricity comes out of both ends of a cell” and “a circuit uses up the electric current”. On the other hand, the results of this study showed that the use of a scientific approach in learning could help students achieve conceptual change about electricity in simple DC circuits. The findings from the study suggested that there was a difference in students’ understanding of simple DC circuits between pre-test and post-test. The scientific approach to learning seemed to help students achieve conceptual change about electricity in simple DC circuits.

PENERAPAN PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN PAI DI MASA PANDEMI COVID-19 DI SMAN 1 KURIPAN LOMBOK BARAT

This study aims to determine the application of a scientific approach in PAI learning for class X during the covid 19 pandemic. This type of research uses descriptive qualitative research by choosing a location at SMAN 1 Kuripan Dusun Tegal, Jagaraga Village, Kec. Kuripan, Kab. West Lombok. Sources of data in this study were PAI teachers and students of class X, the principal and the Deputy Head of Curriculum. The data collection method used is the method of observation, interviews, and documentation. The results showed that the application of a scientific approach to PAI learning in class X during the Covid-19 pandemic at SMAN 1 Kuripan used online and offline learning processes. In its implementation, through the first several stages, the teacher sends material in the form of videos or reading materials related to the material through WhatsAPP, then students observe the material. Second, ask about material that has not been understood either through Chat WA/Voice Chat. Third, associating/reasoning students are given tasks related to the material. Fourth, students present the assignment via WhatsApp. Fifth, students draw conclusions from the results of the presentation. The implementation of learning using a scientific approach in PAI learning during the COVID-19 pandemic has been carried out even though it has not been maximized. The obstacles in the application of the scientific approach include the lack of student activity in the learning process, and limited facilities and infrastructure.

Exploring English Teaching And Learning Writing Based On Scientific Approach At Eighth Grade

This research investigated the implementation of the scientific approach in English teaching and learning writing. This research aims to explore the implementation of a scientific approach and to identify the problems faced by the teachers and students related to the implementation of a scientific approach in English teaching and learning writing. In this research, the researcher used a descriptive qualitative method. The technique of collecting data was observation, interview, and documentation. The instrument of this research is the researcher herself. The results of the research show that the implementation of a scientific approach in English teaching and learning writing at eighth grade of SMPN 1 Karangsembung was well conducted by teachers but still not optimally. There are still many steps of activities that are often passed by teachers and the teachers still use the lecture method. Besides that, two factors faced by teachers in the implementation of scientific approach, internal and external factors. The internal factors include the teacher preparation in teaching such as still using the old method that was used in teaching. The external factors include the school preparation, such as the facilities provided by the school. Then, the problem faced by students is some students have low motivation in learning English. Therefore, they get difficulties mastering vocabulary. Moreover, the external factors in the teacher's strategy are not effective. It caused the students low enthusiasm and not interest in the learning process

PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

EFFORTS TO INCREASE STUDENTS' INTEREST IN LEARNING GEOGRAPHY OF POPULATION DYNAMICS MATERIALS WITH THE APPLICATION OF THE DISCOVERY LEARNING MODEL IN CLASS XI IPS AT SMA NEGERI 1 DENPASAR

Education in the life of a country plays a very important role to ensure the survival of the state and nation, because education is a vehicle to improve and develop the quality of human resources. This is a big demand for the world of education in Indonesia. Improvements in various components of education continue to be made, starting from facilities and infrastructure, teaching and educational staff, to the learning process. It is undeniable that improving the quality of education is a must in order to produce human resources who are responsive to various changes in all aspects of life. This research uses an experimental study method by applying learning to the Population Dynamics material with scientific learning, the Discovery Learning model. The instrument used is an instrument used to replace the learning process in the form of an observation sheet and also uses an instrument to see student learning outcomes by using a brief description. The results showed that the scientific approach in learning was able to increase students' confidence in dealing with tests (assessment) and make students better able to master learning in high order thinking skills (HOTS).

Penguatan Pendidikan Karakter (PPK)Keagamaan Islam Pada Kurikulum 2013 DI KOTA BLITAR

In the world of education has been hot and much talked about character building. It is shown by the nation’s character in this globalization era has declined very sharply, and it makes why character education is needed. In addition, technological advances make a person's character change. Based on this situation, this research examines the Scientific Approach (scientific approach) in strengthening character education through social media is reviewed based on a scientific paradigm positivistic initiated by Auguste Comte. The results of this study explain that the scientific approach (scientific approach) in curriculum learning 2013 through the steps of observing, asking, reasoning, associating, and communicate is relevant to the positivistic paradigm. Positivism theory stems from the emergence of the three-stage law (Law of Three Stages) of Auguste Comte. Through this law, he states that the history of the development of thought humans, has developed according to three stages, namely the theological or fictitious stage, the metaphysical or abstract stage, and the positive or scientific or real stage. So in a positivistic perspective that if the scientific approach (scientific appoach) applied to teaching character education in the curriculum 2013 through social media is very appropriate to be applied to the process learning.

Inquiry-Based Teaching Practices, Attitudes, and Difficulties of Secondary Science Teachers in Masinloc District Division of Zambales for S.Y. 2020-2021

This study aimed to assess the science inquiry-based practices, attitudes, and difficulties of secondary science teachers in the district of Masinloc, division of Zambales.
 The data gathered through the questionnaire were statistically treated with percentage, weighted mean, Pearson’s Correlation Coefficient, and Analysis of Variance (ANOVA).
 There is significant difference on the number of trainings towards origin of questioning, nature of problem, responsibility within the inquiry process, students’ diversity and variability and explanation of learning goals. There is significant difference on highest educational attainment towards explanation of learning goals and significant on sex towards origin of questioning. There is significant difference on the perception towards attitude on the use of inquiry-based teaching and learning when grouped according to highest educational attainment. There is significant difference on the number of trainings towards all dimensions of practices of science teachers exhibited components of scientific inquiry-based learning approach;
 The researcher recommended that the use of inquiry-based teaching and learning approach in teaching Science is highly encouraged in order to help the learners to overcome their problems in engaging with the lesson; that the teacher is encouraged to use the inquiry-based teaching and learning practices model to help them in attaining the consistency of the inquiry process within their lesson; and lastly a replication of this study is encouraged with in-depth and wider in scope so as to better determine the effectiveness of Inquiry-Based Teaching/Learning approach.

The influence of science, technology, engineering, and mathematics (STEM) learning approaches on learning outcomes

The objective of the study is to discover the effect of the Science, Technology, Engineering, and Mathematics (STEM) learning approach on the physics learning outcomes The study is considered as quasi-experimental research by implementing the non-equivalent, pretest-posttest as the research design. There were two science classes of SMA Negeri 1 Sindue Tobata were selected as the sample of the study. The Science, Technology, Engineering, and Mathematics learning approach was applied to the experimental class while the scientific approach was applied to the control class. The learning outcomes test obtained showed that the average score of the experimental group was 15.95 and the average score of the control group was 12.25. Based on the results of hypothesis testing, obtained that tcount=3.00 and t_(0.0975(38))=2.024 at a significance level of a=0.05. It means that the value of t_count is outside the acceptance area of H_0. The findings concluded that there were differences in physics learning outcomes between the students who were taught by using STEM approach and the students who were only taught by implementing the scientific approach in SMA Negeri 1 Sindue Tobata.

PENERAPAN PENDEKATAN PEMBELAJARAN SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN PRESTASI BELAJAR SISWA (Studi Pada Muatan Pelajaran IPA Kelas IV SD Negeri 1 Pagaralam)

This study aims to describe the application of saintific learning approach to improve critical thinking skills and student achievement in science subject content for grade IV SD Negeri 01 Pagaralam. The research design used was classroom action research and quasi-experimental. The research subjects were students of grade IV.a even semester of the 2020/2021 school year SD Negeri 01 Pagaralam. The quasi-experimental sample is class IV.b and IV.c. The research instrument used observation sheets and tests. The research data were analyzed using descriptive statistics, mean, percentage, and t-test. The results showed that the application of scientific learning approach can improve critical thinking skills and learning achievement of fourth grade students of SD Negeri 01 Pagalam Kota Pagaralam

STSE Collaborative Learning: Fostering Students' Learning Motivation on Electrolyte Non-Electrolyte Chemistry Unit

Abstract: Chemistry teaching-learning plays an important role in the development of knowledge transfer systems that are sustainable towards the environment and technological development in the society. Student motivation is needed so that the learning objectives can be achieved. In this research, students' learning motivation was fostered through the Science, Technology, Society and Environment (STSE) learning approach on electrolyte-non electrolyte subject. Therefore, this research was conducted to analyze the differences learning motivation among students who studied using the STSE approach. Quasi-experimental, specifically non-equivalent control group design was adopted as a research design. About 68 students participated as a research sample and grouped into experimental and control groups. Students' motivation in learning chemistry as a dependent variable was measure using learning motivation questionnaire, the five-point Likert scale was used. The results shows that the average scores of students' motivation in experimentalgroup increased from 132.21 to 135.62, meanwhile in control group slightly decreased from 121.06 to 120.65. Research data analyzed through the independent sample t-test, show the significance (2- tailed) value obtained was 0.013, less than 0.05. Itmeans that there was a significant difference of students' learning motivation between the experimental and control groups. Moreover, STSE can be used as an alternative learning approach to foster student learning motivation. Keywords: STSE, learning approach, collaborative learning, learning motivation