ANALISIS LEVEL INKUIRI PADA PEMBELAJARAN IPA MATERI GETARAN DAN GELOMBANG MENGGUNAKAN TRANSCRIPT BASED LESSON ANALYSIS DI SALAH SATU SMP KOTA BANDUNG

• Main Author: Setia Rahmawan, - (Author)
• Format: Book
• Published: 2019-06-13.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/35490/1/T_IPA_1706496_Title.pdf; http://repository.upi.edu/35490/2/T_IPA_1706496_Chapter1.pdf; http://repository.upi.edu/35490/3/T_IPA_1706496_Chapter2.pdf; http://repository.upi.edu/35490/4/T_IPA_1706496_Chapter3.pdf; http://repository.upi.edu/35490/5/T_IPA_1706496_Chapter4.pdf; http://repository.upi.edu/35490/6/T_IPA_1706496_Chapter5.pdf; http://repository.upi.edu/35490/7/T_IPA_1706496_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; Q Science (General)

ABSTRAK Penelitian ini bertujuan untuk menganalisis kualitas lesson design dengan menggunakan instrumen penilaian lesson design berdasarkan Ruys 2010 dan Wenning 2011 dan implementasi lesson design yang mampu menunjang siswa untuk belajar atau membangun pengetahuannya secara mandiri menggunakan instrumen analisis transcript based lesson analysis (TBLA). Penelitian ini menggunakan kualitatif deskriptif. Partisipan pada penelitian ini adalah salah seorang guru dan siswa kelas VIII SMP di Kota Bandung. Adapun pembelajaran yang diteliti adalah pembelajaran IPA, materi getaran dan gelombang pada kelas VIII SMP. Pada siklus 1 pembelajaran LoI yang digunakan adalah Interactive Demonstration, secara keseluruhan memiliki kualitas 82,9% dengan kriteria Baik. Pada siklus 2 pembelajaran LoI yang digunakan adalah Inquiry Laboratory, secara keseluruhan memiliki kualitas 78,9% dengan kriteria Baik. Pada siklus 3 pembelajaran LoI yang digunakan adalah Interactive Demonstration, secara keseluruhan memiliki kualitas 71,1% dengan kriteria Cukup. Pada siklus 4 pembelajaran LoI yang digunakan adalah Inquiry Laboratory, secara keseluruhan memiliki kualitas 90,8% dengan kriteria Baik. Pada implementasi lesson design siklus 1, berdasarkan analisis transkrip pembelajaran didominasi oleh percakapan peserta didik dengan presentase sebesar 52,0%. Berdasarkan analisis, rata-rata keterlaksanaan pembelajaran siklus 1 adalah 51,4 % (sebagian besar terlaksana) dan berdasarkan analisis terhadap jawaban lembar kerja peserta didik (LKPD) ketercapaian rata-rata kelas adalah sebesar 70,0% dengan kriteria cukup. Pada implementasi lesson design siklus 2, berdasarkan analisis transkrip pembelajaran didominasi oleh percakapan guru dengan presentase sebesar 60,4%. Berdasarkan hasil analisis, rata-rata keterlaksanaan pembelajaran siklus 2 adalah 43,0 % (Hampir setengahnya besar terlaksana) dan berdasarkan analisis terhadap jawaban lembar kerja peserta didik (LKPD) ketercapaian rata-rata kelas sangatlah kecil sebesar 37,0% dengan kriteria kurang. Pada implementasi lesson design siklus 3, berdasarkan analisis transkrip pembelajaran didominasi oleh percakapan guru dengan presentase sebesar 52,3%. Berdasarkan analisis, rata-rata keterlaksanaan pembelajaran siklus 3 adalah 42,0% (Hampir setengah kegiatan terlaksana) dan berdasarkan analisis terhadap jawaban lembar kerja peserta didik (LKPD) ketercapaian rata-rata kelas sangatlah kecil sebesar 57,0% dengan kriteria sedang. Pada implementasi lesson design siklus 4, berdasarkan analisis transkrip pembelajaran didominasi oleh percakapan siswa dengan presentase sebesar 53,7%. Berdasarkan analisis, rata-rata keterlaksanaan pembelajaran siklus 4 adalah 51,4 % (sebagian besar terlaksana) dan berdasarkan analisis terhadap jawaban lembar kerja peserta didik (LKPD) ketercapaian rata-rata kelas sebesar 75,0% dengan kriteria cukup. Kata kunci : Level of Inquiry, Lesson design, Lesson Study, Pembelajaran IPA ABSTRACT This study aims to analyze the quality of lesson design using the lesson design assessment instrument based on Ruys 2010 and Wenning 2011 and the implementation of lesson design that is able to support students to learn or build their knowledge independently using the transcript based lesson analysis (TBLA) analysis instrument. This study uses descriptive qualitative. Participants in this study were one of the eighth grade junior high school teachers and students in the city of Bandung. The learning studied is science learning, vibration and wave material in class VIII SMP. In the first cycle the LoI learning used is Interactive Demonstration, as a whole has 82.9% quality with Good criteria. In the second cycle of LoI learning used is Inquiry Laboratory, as a whole has a quality of 78.9% with criteria Good. In the third cycle the LoI learning used is Interactive Demonstration, as a whole has a quality of 71.1% with the criteria Enough. In the 4th cycle the LoI learning used is Inquiry Laboratory, as a whole has a quality of 90.8% with the criteria Good. In the implementation of lesson design cycle 1, based on the analysis of learning transcripts dominated by student conversations with a percentage of 52.0%. Based on the analysis, the average learning implementation cycle 1 was 51.4% (mostly implemented) and based on the analysis of the answers to the student worksheet (LKPD) the achievement of the class average was 70.0% with sufficient criteria. In the implementation of cycle 2 lesson design, based on the analysis of learning transcripts dominated by teacher conversations with a percentage of 60.4%. Based on the results of the analysis, the average implementation of learning cycle 2 was 43.0% (almost half were carried out) and based on the analysis of the answers to the student worksheets (LKPD) the achievement of the class average was very small at 37.0% with less criteria. In the implementation of lesson design cycle 3, based on the analysis of learning transcripts dominated by teacher conversations with a percentage of 52.3%. Based on the analysis, the average learning implementation of cycle 3 was 42.0% (Almost half of the activities were carried out) and based on an analysis of the answers to the student worksheets (LKPD) the achievement of the class average was very small at 57.0% with medium criteria. In the implementation of cycle 4 lesson design, based on the analysis of learning transcripts dominated by conversations of students with a percentage of 53.7%. Based on the analysis, the average learning implementation cycle 4 was 51.4% (mostly implemented) and based on an analysis of the answers to the student worksheets (LKPD) the achievement of the class average was 75.0% with sufficient criteria. Keywords: Level of Inquiry, Lesson design, Lesson Study, Science Learning