PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DI KELAS IV SEKOLAH DASAR - Ghina Siti Nuraini, - (2019)
Penelitian ini dilatarbelakangi oleh rendahnya keterampilan proses sains siswa kelas IV SD pada saat pembelajaran. Peneliti menerapkan model inkuiri terbimbing (menyajikan pertanyaan atau masalah, membuat hipotesis, merancang percobaan, melakukan percobaan, mengumpulkan data, dan membuat kesimpulan) untuk mengatasi masalah tersebut. Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan dan peningkatan keterampilan proses sains siswa. Subjek peneltian berjumlah 26 siswa di salah satu SD Negeri Kota Bandung. Peneliti menggunakan metode penelitian tindakan kelas model Kemmis & Taggart yang terdiri dari perencanaan, pelaksanaan, observasi dan refleksi yang dilaksanakan dalam dua siklus. Teknik pengumpulan data dalam penelitian ini ialah observasi dan tes, menggunakan instrumen lembar observasi dan lembar evaluasi individu. Pengolahan data dilakukan melalui: 1)analisis kualitatif yakni reduksi data, klasifikasi data, penyajian data, pengolahan data/refleksi, dan kesimpulan; dan 2)analisis kuantitatif yakni penskoran, menghitung rata-rata, persentase data, interpretasi dan kesimpulan. Tiga keterampilan proses sains yang diamati yaitu keterampilan mengamati, mengklasifikasikan dan mengkomunikasikan. Data hasil penelitian menunjukkan peningkatan hasil siklus I ke siklus II. Pada siklus I didapatkan persentase rata-rata KPS sebesar 70%, ketuntasan belajar sebesar 62%. Pada siklus II persentase rata-rata KPS sebesar 85%, ketuntasan belajar sebesar 88%. Hal tersebut menunjukkan bahwa model pembelajaran inkuiri terbimbing dapat meningkatkan keterampilan proses sains siswa di kelas IV SD. This research is motivated by the low science process skills of the fourth grade elementary school students when learning. The researcher applies a guided inquiry's model (presenting questions or problems, making hypotheses, designing experiments, conducting experiments, collecting data, and making conclusions) to overcome these problems. This study aims to describe the planning, implementation and improvement of students' science process skills. The subjects of the study were 26 students in one of the Bandung Cities elementary Schools. Researchers used the Kemmis & Taggart's classroom action research methods which consisted of planning, implementing, observing and reflecting which were carried out in two cycles. Data collection techniques in this study were observation and tests, using observation sheet instruments and individual evaluation sheets. Data processing is carried out through: 1) qualitative analysis namely data reduction, data classification, a data presentation, data processing / reflection, and conclusions; and 2) quantitative analysis, namely scoring, calculating averages, data percentages, interpretations and conclusions. Three observed sciences process skills are the skills of observing, classifying and communicating. The results of the study showed an increase in the results of cycle I to cycle II. In the first cycle obtained an average percentage of KPS by 70%, mastery learning by 62%. The average percentage of KPS was 85% in cycle II, mastery learning was 88%. This shows that the guided inquiry learning model can improve students' science process skills in grade IV elementary schools.