Analisis Model Pembelajaran Inkuiri Terstruktur Berstrategi PAROCS Ditinjau dari Aktivitas Belajar Siswa

Divanda Janaha Maghfuroh; Ahmad Qosyim; Muhamad Arif Mahdiannur

doi:10.37630/jpm.v14i3.1545

Divanda Janaha Maghfuroh Universitas Negeri Surabaya
Ahmad Qosyim Universitas Negeri Surabaya
Muhamad Arif Mahdiannur Universitas Negeri Surabaya

DOI: https://doi.org/10.37630/jpm.v14i3.1545

Abstract

Kurikulum 2013 menekankan pada inkuiri ilmiah (scientific inquiry) untuk meningkatkan kemampuan berpikir, bekerja, dan bersikap ilmiah, serta meneruskannya sebagai komponen penting kecakapan hidup. Namun berdasarkan fakta yang ada, siswa memiliki peran yang kurang aktif dalam proses pembelajaran, mereka mendengarkan penjelasan dari guru tanpa mencoba untuk menggali pengetahuan yang diajarkan guru dari sumber lain. Sebagai alternatif solusi penelitian ini kemudian bertujuan untuk mengetahui keterlaksanaan model pembelajaran inkuiri terstruktur berstrategi Prediction, Alternative conceptions, Refutation, Observation, Comparison, dan Scientific explanation (PAROCS) dalam kegiatan belajar siswa. Desain penelitian ini adalah observation research dengan 30 partisipan dari siswa kelas VIII di salah satu SMP di daerah Balongbendo. Data dikumpulkan melalui observasi dengan menggunakan lembar pelaksanaan pembelajaran. Teknik pengumpulan data dianalisis menggunakan versi modifikasi dari koefisien Cohen's Kappa coefficient (k) untuk data ordinal rating scale yang disebut Weighted Kappa (kω) untuk menentukan kesepakatan antara dua pengamat. pembelajaran terlaksana dengan sangat baik selama tiga kali pertemuan. Keterlibatan siswa secara aktif berdampak pada meningkatnya hasil belajar. Berdasarkan hal tersebut, dapat disimpulkan bahwa model pembelajaran inkuiri terstruktur berstrategi PAROCS diimplementasikan dengan baik yang berdampak pada meningkatnya hasil belajar siswa meskipun beberapa bagian memerlukan perbaikan untuk penelitian selanjutnya.

Downloads

Download data is not yet available.

Keywords: Inkuiri Terstruktur, Strategi PAROCS

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012

Baydere, F. K. (2021). Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature. Chemistry Education Research and Practice, 22(3), 640–652.

Burghardt, G. M., Bartmess‐LeVasseur, J. N., Browning, S. A., Morrison, K. E., Stec, C. L., Zachau, C. E., & Freeberg, T. M. (2012). Perspectives–minimizing observer bias in behavioral studies: a review and recommendations. Ethology, 118(6), 511–517. https://doi.org/10.1111/j.1439-0310.2012.02040.x

Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1–23. https://doi.org/10.1007/s11165-017-9639-x

Cohen, J. (1968). Weighted kappa: nominal scale agreement provision for scaled disagreement or partial credit. Psychological Bulletin, 70(4), 213. https://doi.org/10.1037/h0026256

Diamond, R. M. (1998). Designing and assessing courses and curricula: a practical guide (Revised ed). Jossey-Bass.

Fraenkel, Jack R., Wallen, N. E. (2023). How to design and evaluate research in education. In McGraw-Hill Higher Education (11th Edition). McGraw Hill.

Fratiwi, N. J., Samsudin, A., Wibowo, F. C., Supriyatman, S., & Costu, B. (2022). Pengembangan strategi PAROCS untuk mengubah konsepsi alternatif siswa pada konsep kelembaman. JURNAL TARBIYAH, 29(2), 226–242. https://doi.org/10.30829/tar.v29i2.1758

Good, T. L., & Brophy, J. E. (2008). Looking in classroom (10th ed). Allyn & Bacon, Boston.

Hair, J. F. J., Black, W., Babin, B., Anderson, R., & Tatham, R. L. (2006). Mutivariate data analysis. In Prentice-Hall (6 ed).

Hall, J. N. (1974). Inter-rater reliability of ward rating scales. The British Journal of Psychiatry, 125(586), 248–255. https://doi.org/10.1192/bjp.125.3.248

Jasdilla, L., Fitria, Y., & Sopandi, W. (2019). Predict observe explain (POE) strategy toward mental model of primary students. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022043

Kallery, M., Sofianidis, A., Pationioti, P., Tsialma, K., & Katsiana, X. (2022). Cognitive style, motivation and learning in inquiry-based early-years science activities. International Journal of Early Years Education, 30(4), 906–924. https://doi.org/10.1080/09669760.2022.2052819

Kemendikbud. (2018). Peraturan menteri pendidikan dan kebudayaan nomor 58 tahun 2014 tentang kurikulum 2013. Peraturan Menteri Pendidikan dan Kebudayaan.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310

Laraswara, K. D., & Budiningarti, H. (2016). Penerapan pembelajaran inkuiri menggunakan simulasi PhET untuk meningkatkan hasil belajar siswa pokok bahasan fluida statik kelas X SMA negeri 1 mojokerto. Inovasi Pendidikan Fisika, 5(3). https://doi.org/10.26740/ipf.v5n3.p%25p

Leite, L. O., Go, W., & Havu-Nuutinen, S. (2022). Exploring the learning process of experienced teachers focused on building positive interactions with pupils. Scandinavian Journal of Educational Research, 66(1), 28–42. https://doi.org/10.1080/00313831.2020.1833237

Llewellyn, D. J. (2013). Teaching high school science through inquiry and argumentation (2nd Edition). Corwin.

Mahajan, M., & Singh, M. K. S. (2017). Importance and benefits of learning outcomes. IOSR Journal of Humanities and Social Science, 22(03), 65–67. https://doi.org/10.9790/0837-2203056567

Marshall, J. C., Smart, J. B., & Alston, D. M. (2017). Inquiry-based instruction: a possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education, 15(5), 777–796. https://doi.org/10.1007/s10763-016-9718-x

Mason, L., Zaccoletti, S., Carretti, B., Scrimin, S., & Diakidoy, I. A. N. (2019). The role of inhibition in conceptual learning from refutation and standard expository texts. International Journal of Science and Mathematics Education, 17(3), 483–501. https://doi.org/10.1007/s10763-017-9874-7

McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031

Mitchell, K. M. W., & Manzo, W. R. (2018). The purpose and perception of learning objectives. Journal of Political Science Education, 14(4), 456–472. https://doi.org/10.1080/15512169.2018.1433542

Novritasari, B., Setiawan, B., & Mahdiannur, M. A. (2022). Implementation of cooperative learning model teams games tournament to improve student science learning outcome of junior high school. Jurnal Pijar Mipa, 17(5), 650–656. https://doi.org/10.29303/jpm.v17i5.3716

Nurita, T., Fauziah, A. N. M., Astriani, D., & Susiyawati, E. (2022). Meningkatkan penguasaan konsep mahasiswa melalui model pembelajaran inkuiri terbimbing. Proceeding Seminar Nasional IPA, 340–347.

Pyun, D. Y., Wang, C. K. J., & Koh, K. T. (2020). Testing a proposed model of perceived cognitive learning outcomes in outdoor education. Journal of Adventure Education and Outdoor Learning, 20(3), 230–244. https://doi.org/10.1080/14729679.2019.1660191

Raadt, A., Warrens, M. J., Bosker, R. J., & Kiers, H. A. L. (2021). A comparison of reliability coefficients for ordinal rating scales. Journal of Classification, 1–25. https://doi.org/10.1007/s00357-021-09386-5

Schroeder, C. M., Scott, T. P., Toison, H., Huang, T. Y., & Lee, Y. H. (2007). A meta-analysis of national research: effects of teaching strategies on student achievement in science in the united States. Journal of Research in Science Teaching, 44(10), 1436–1460. https://doi.org/10.1002/tea.20212

Soysal, Y. (2018). A review of the assessment tools for the student-led cognitive outcomes / contributions in the sense of inquiry-based teaching. 17(3), 1476–1495. https://doi.org/10.17051/ilkonline.2018.466372

Suhendrayani, K. (2018). Aplikasi model pembelajaran inquiry sebagai upaya untuk meningkatkan prestasi belajar matematika. Journal of Education Action Research, 2(3), 212–221. https://doi.org/10.23887/jear.v2i3.16258

Tseng, Y.-J., Hong, Z.-R., & Lin, H. (2022). Advancing students’ scientific inquiry performance in chemistry through reading and evaluative reflection. Chemistry Education Research and Practice, 23(3), 616–627. https://doi.org/10.1039/D1RP00246E

Yolanda, S. E., Gunawan, G., & Sutrio, S. (2019). Pengaruh model pembelajaran inkuiri terbimbing berbantuan video kontekstual terhadap penguasaan konsep fisika peserta didik. Jurnal Pendidikan Fisika Dan Teknologi, 5(2), 341. https://doi.org/10.29303/jpft.v5i2.1393