Pengaruh Model Inkuiri Ilmiah Dan Inkuiri Terbimbing Terhadap Peningkatan Keterampilan Proses Sains Dan Penguasaan Konsep Siswa SMP Pada Materi Kalor Dalam Kehidupan - Muslim, Khairani (2015)
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan siswa dalam menguasai konsep IPA melalui proses penemuan langsung. Rendahnya kemampuan ini disebabkan oleh aktivitas dan motivasi belajar siswa yang rendah dalam proses pembelajaran, sehingga siswa tidak mampu menggembangkan kompetensinya. Tujuan penelitian ini adalah menganalisis pengaruh model inkuiri ilmiah dan inkuiri terbimbing terhadap peningkatan Keterampilan Proses Sains dan penguasaan konsep siswa. Metode penelitian berupa quasy experiment dengan desain nonequivalent pretes and post test control group designt. Penelitian dilaksanakan di salah satu sekolah menegah pertama di kota Padang pada siswa kelas VII (kelas eksperimen I dan II) pada materi kalor dalam kehidupan. Pembelajaran di kolaborasikan dengan tipe pembelajaran connected. Instrumen yang digunakan dalam penelitian berupa soal objektif, essay, angket, lembar observasi KPS, dan format wawancara. Analisis kuantitatif dilakukan dengan menggunakan uji perbedaan rataan (independent sampel t-test dan Mann-Whitney) dengan bantuan program SPSS 16 for windows dan microsoft excel 2007. Berdasarkan uji N gain perbedaan rataan pada uji kemampuan KPS siswa sig(2-tailed) 0,386 ≥ (α) 0,025 maka H0 diterima artinya tidak terdapat perbedaan peningkatan Keterampilan Proses Sains siswa secara signifikan pada model inkuiri ilmiah dengan inkuiri terbimbing, sedangan N gain perbedaan rataan pada uji kemampuan penguasaan konsep siswa sig(2-tailed) 0,013 < (α) 0,025 maka H0 ditolak artinya terdapat perbedaan peningkatan penguasaan konsep siswa secara signifikan pada model inkuiri ilmiah dengan inkuiri terbimbing. Hasil penelitian dapat disimpulkan bahwa: (1) Model inkuiri ilmiah dan inkuiri terbimbing mampu meningkatkan kemampuan Keterampilan Proses Sains; (2) Model inkuiri terbimbing lebih meningkatkan kemampuan penguasaan konsep dibandingkan model inkuiri ilmiah. This research was motivated by thestudents' low ability in mastering( the) concept of science through (the) direct discovery process, which is due to their low activity and motivation during (conventional?) learning process, hence they are not able to improve their competencies. The purpose of this study was to analyze influences of scientific inquiry and guided inquiry model toward the improvement of Science Process Skills and students' mastering concept. During the learning process, we collaborated these models with the connected learning type. The research was conducted to seventh graders in a junior high school (experimental class I and II) located in Padang city, in the topic of the heat of life, using quasy experiment with nonequivalent pretest and posttest control group design (as research method). Objective test, essays, questionnaires, KPS observation sheets and interview were used as instruments. Quantitative analysis was performed by using the average difference test (independent samples t-test and Mann-Whitney) with SPSS 16 for Windows and Microsoft Excel 2007. Based on the N test of averaging differences in the ability of students' KPS, sig test (two-tailed) 0.386 ≥ (α) of 0.025 was obtained, hence H0 was accepted, showed (that) there was no significant difference of students' Science Process Skills improvement between scientific inquiry and guided inquiry model. In contrast to this, N gain of averaging differences in test of students' ability in mastering the concept resulted sig (2-tailed) 0.013 <(α) 0,025, hence H0 was rejected,showed that there were significant differences instudents' mastering concepts improvementbetween scientific inquiry and guided inquiry model. It can be concluded that: (1) scientific and guided inquiry model could improve students' Science Process Skills; (2) guided inquiry model improved students' mastering concepts better compared to scientific inquiry model.