出版社：Program Pascasarjana, Universitas Negeri Yogyakarta (UNY)
摘要：Materi listrik (utamanya listrik dinamis) di SMP merupakan materi yang tergolong sulit. Kurangnya inovasi guru dalam membelajarkan materi ini merupakan salahsatu faktor penyebabnya. Demikian pula, kurangnya guru melatihkan kerja ilmiah sebagai ciri dari pembelajaran sains menyebabkan pemahaman siswa terhadap sains menjadi kurang bermakna. Dalam proyek ini telah dikembangkan pembelajaran berbasis kerja investigasi untuk membangun kerja ilmiah siswa, dan selanjutnya untuk meningkatkan literasi siswa secara utuh. Penelitian dengan metode kuasi eksperimen ini dilakukan dengan menggunakan satu kelas eksperimen dan satu kelas kontrol yang diasumsikan memiliki homogenitas yang sama. Kerja ilmiah siswa diukur dengan penilaian fortofolio keterampilan proses, menggunakan instrumen lembar observasi dan angket, serta format wawancara/lisan. Literasi sains diukur dengan menggunakan instrumen tes pilihan berganda beralasan. Hasil penelitian menunjukkan bahwa kerja investigasi dapat mendorong siswa untuk belajar lebih bermakna dan menyebabkan keterampilan proses siswa terlatih. Lebih lanjut pembelajaran yang mengakomodasi belajar aktif siswa dapat meningkatkan literasi sains siswa. Do scientific inquiry within group investigation enhance scientific work and science literacy of student? Abstract Dynamic electricity is one of the difficult topic of science for secondary school student. Lack of teacher innovation and less practicing scientific work to student make the learning is not something awaited and meaningless. The dynamic electricity learning based on group investigation on using scientific inquiry approach has developed to build students’ scientific work skills. By the project, it was also learnt the enhance of students’ science literacy as an impact of the treatment. The quasi experimental methods was used with the control group pre-posttest designed. The two groups of student were used, one group as a control class, and the other group was the experimental class. The two groups were choosen based on the homogenity of learning achievement. The scientific work skills were assessed on using portopolio of students’ process skills (observation sheet, questionaire, and interview). The science literacy was assessed on using multiple choice test elaborated with the description/reason. The research shows that group investigation with scientific inquiry drove student to learn meaningfull and it led to the enhancing of students’ science process skills. Moreover, students’ science literacy can be improved through the active student learning.
其他摘要：Dynamic electricity is one of the difficult topic of science for secondary school student. Lack of teacher innovation and less practicing scientific work to student make the learning is not something awaited and meaningless. The study aims to describe the effectiveness of scientific inquiry learning based on investigative work to improve scientific work and student literacy. This quasi-experimental study involved 68 junior high school students divided into one experimental class and one control class. The research design used is non randomaized static group pretest-posttest design. Students' scientific work is measured by assessment of process skills portfolio, using observation and questionnaire sheet instruments, and interview / oral format. Science literacy was measured using reasoned multiple choice test instruments. The results showed that scientific work and scientific literacy of students in science learning with scientific inquiry based on group investigation was better than the method of practicum. Learning by using scientific work based on group investigations can encourage students to learn more meaningfully and cause the process skills of trained students. Furthermore learning that accommodates active student learning can improve students' scientific literacy.
