{"title":"通过学习模式引导学习申请来提高学生的概念掌握","authors":"Isti Nur Khalimah, N. Hindarto, M. Mosik","doi":"10.15294/UPEJ.V5I3.13670","DOIUrl":null,"url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran guided inquiry dapat mengembangkan academic skill dan untuk mengetahui pengaruh academic skill terhadap penguasaan konsep siswa. Penelitian ini dilaksanakan menggunakan metode Pre-Experimental Design dengan bentuk One-Group Pretest-Posttest Design. Populasinya yaitu siswa kelas X MIPA 1-4 di SMA Negeri 3 Tegal Tahun Ajaran 2015/2016. Pengambilan sampel dilakukan dengan teknik purposive sampling . Data hasil penelitian diperoleh dengan lembar observasi academic skill untuk mengamati academic skill awal dan academic skill akhir. Selain itu, dilakukan pretest dan posttest untuk mengetahui penguasaan konsep awal dan akhir siswa. Data hasil penelitian dianalisis menggunakan uji gain, uji klasik (uji normalitas, uji homogenitas, dan uji heterokedastisitas) dan analisis regresi linier sederhana. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran guided inqury dapat mengembangkan academic skill siswa dan academic skill berpengaruh terhadap penguasaan konsep siswa. This research aims to determine whether guided inquiry learning model can develop academic skills and to determine the effect of academic skills on students' mastery of concepts. This research was conducted using a Pre-Experimental Design method in the form of One-group pretest-posttest design. The population namely X MIPA 1-4 students in SMA Negeri 3 Tegal in Academic Year 2015/2016. Sampling was done by purposive sampling. The data was obtained by the observation sheet academic skills to observe the beginning of academic skills and the end of academic skills. Additionally, do pretest and posttest to determine mastery of concepts beginning and end student. The data were analyzed using the gain test, classical test (normality test, homogeneity test, and test heterokedastisitas) and simple linear regression analysis. Based on the results of this study concluded that the application of guided inquiry learning model can develop students 'academic skills and academic skills affect the students' mastery of concepts.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"1 1","pages":"12-17"},"PeriodicalIF":0.0000,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"PENGEMBANGAN ACADEMIC SKILL MELALUI MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA\",\"authors\":\"Isti Nur Khalimah, N. Hindarto, M. Mosik\",\"doi\":\"10.15294/UPEJ.V5I3.13670\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran guided inquiry dapat mengembangkan academic skill dan untuk mengetahui pengaruh academic skill terhadap penguasaan konsep siswa. Penelitian ini dilaksanakan menggunakan metode Pre-Experimental Design dengan bentuk One-Group Pretest-Posttest Design. Populasinya yaitu siswa kelas X MIPA 1-4 di SMA Negeri 3 Tegal Tahun Ajaran 2015/2016. Pengambilan sampel dilakukan dengan teknik purposive sampling . Data hasil penelitian diperoleh dengan lembar observasi academic skill untuk mengamati academic skill awal dan academic skill akhir. Selain itu, dilakukan pretest dan posttest untuk mengetahui penguasaan konsep awal dan akhir siswa. Data hasil penelitian dianalisis menggunakan uji gain, uji klasik (uji normalitas, uji homogenitas, dan uji heterokedastisitas) dan analisis regresi linier sederhana. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran guided inqury dapat mengembangkan academic skill siswa dan academic skill berpengaruh terhadap penguasaan konsep siswa. This research aims to determine whether guided inquiry learning model can develop academic skills and to determine the effect of academic skills on students' mastery of concepts. This research was conducted using a Pre-Experimental Design method in the form of One-group pretest-posttest design. The population namely X MIPA 1-4 students in SMA Negeri 3 Tegal in Academic Year 2015/2016. Sampling was done by purposive sampling. The data was obtained by the observation sheet academic skills to observe the beginning of academic skills and the end of academic skills. Additionally, do pretest and posttest to determine mastery of concepts beginning and end student. The data were analyzed using the gain test, classical test (normality test, homogeneity test, and test heterokedastisitas) and simple linear regression analysis. Based on the results of this study concluded that the application of guided inquiry learning model can develop students 'academic skills and academic skills affect the students' mastery of concepts.\",\"PeriodicalId\":30731,\"journal\":{\"name\":\"UPEJ Unnes Physics Education Journal\",\"volume\":\"1 1\",\"pages\":\"12-17\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"UPEJ Unnes Physics Education Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15294/UPEJ.V5I3.13670\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"UPEJ Unnes Physics Education Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15294/UPEJ.V5I3.13670","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
摘要
本研究旨在确定guided inquiry学习模式是否可以发展学术界技能，并了解学术界技能对学生概念掌握的影响。本研究采用了一组前期设计的方法。2016年20月15日，公立高中X - MIPA -4班的学生。采样是用采样技术进行的。这项研究的数据是通过学术界技能观察表获得的。此外，做前测和后测来了解学生的初始和最终概念掌握。研究结果数据使用低增益测试、经典测试(规范测试、同质测试和异质质测试)和简单的线性回归分析进行分析。根据研究结果，可以得出结论，应用guided inqury学习模式可以培养学术界技能和学术界技能对学生的概念掌握。这项研究将探讨探讨此问题，这些研究将决定这项研究对学术界学生遗产的影响。这项研究采用了在一组预试验设计形式中的一种实验设计方法。《人口namely X MIPA 1-4学生在SMA Negeri 3 Tegal学年2015采样是由采样完成的。这项数据是由天文台工作人员访问的，观察这项任务的开始和学术界技能。另外，要提前和后测试，确定开始和结束学生的结构。用增益测试、古典测试和异频性分析进行数据分析。基于这项研究的结果，可以培养学生的学术界技能和学术界技能，以及学生的胸怀。
PENGEMBANGAN ACADEMIC SKILL MELALUI MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA
Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran guided inquiry dapat mengembangkan academic skill dan untuk mengetahui pengaruh academic skill terhadap penguasaan konsep siswa. Penelitian ini dilaksanakan menggunakan metode Pre-Experimental Design dengan bentuk One-Group Pretest-Posttest Design. Populasinya yaitu siswa kelas X MIPA 1-4 di SMA Negeri 3 Tegal Tahun Ajaran 2015/2016. Pengambilan sampel dilakukan dengan teknik purposive sampling . Data hasil penelitian diperoleh dengan lembar observasi academic skill untuk mengamati academic skill awal dan academic skill akhir. Selain itu, dilakukan pretest dan posttest untuk mengetahui penguasaan konsep awal dan akhir siswa. Data hasil penelitian dianalisis menggunakan uji gain, uji klasik (uji normalitas, uji homogenitas, dan uji heterokedastisitas) dan analisis regresi linier sederhana. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran guided inqury dapat mengembangkan academic skill siswa dan academic skill berpengaruh terhadap penguasaan konsep siswa. This research aims to determine whether guided inquiry learning model can develop academic skills and to determine the effect of academic skills on students' mastery of concepts. This research was conducted using a Pre-Experimental Design method in the form of One-group pretest-posttest design. The population namely X MIPA 1-4 students in SMA Negeri 3 Tegal in Academic Year 2015/2016. Sampling was done by purposive sampling. The data was obtained by the observation sheet academic skills to observe the beginning of academic skills and the end of academic skills. Additionally, do pretest and posttest to determine mastery of concepts beginning and end student. The data were analyzed using the gain test, classical test (normality test, homogeneity test, and test heterokedastisitas) and simple linear regression analysis. Based on the results of this study concluded that the application of guided inquiry learning model can develop students 'academic skills and academic skills affect the students' mastery of concepts.
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