Improving Students’ Learning Activities in Physics Science Using the Inductive Thinking Model

Khairul Syafii; Alim Shafiyyur Rahman; Basil Basyiruddin

doi:10.70716/jess.v1i1.56

Authors

Khairul Syafii Department of Science Education, Nusantara Global Institute of Education, Indonesia
Alim Shafiyyur Rahman Master of Education, Sunway University, Petaling Jaya, Selangor, Malaysia
Basil Basyiruddin Master's Degree in Education, Universiti Brunei Darussalam, Brunei Darussalam

DOI:

https://doi.org/10.70716/jess.v1i1.56

Keywords:

Learning Activities, Models, Inductive Thinking

Abstract

This research aims to determine the Biology Science learning activities of Class X students at MTs. Addinul Qayyim Kapek uses the Inductive Thinking Model. This type of research is Classroom Action Research (CAR) with the data collection tool used is teacher and student activity observation sheets. Based on data analysis, the results obtained in cycle I, Meeting I, teacher activity score were 59.37% in the quite active category. The action was continued until the second cycle. At the second meeting of cycle II the teacher activity score was 78.12% in the active category. Cycle I Meeting I student activity score was 47.05% in the quite active category. The action was continued until the second cycle. At the second meeting of cycle II, the student activity score was 64.70% in the active category. From these results it can be concluded that the research action was successful because it could increase students' biology learning activities using the Inductive Thinking Learning Model.

Downloads

Download data is not yet available.

References

Abdullah, A., Oviana, W., & Khatimah, H. (2011). Penggunaan Alat Peraga dari Bahan Bekas dalam Menjelaskan Sistem Respirasi Manusia di MAN Sawang Kabupaten Aceh Selatan. Jurnal Biologi Edukasi, 3(2), 51-55.

Arends, R. I. (2012). Learning to teach (9th ed.). McGraw-Hill.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Pearson.

Bruner, J. S. (1996). The culture of education. Harvard University Press.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Delismar, D., Asyhar, R., & Hariyadi, B. (2013). Peningkatan kreativitas dan keterampilan proses sains siswa melalui penerapan model Group Investigation. Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 2(1). 67-74

Eggen, P., & Kauchak, D. (2012). Educational psychology: Windows on classrooms (9th ed.). Pearson.

Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart & Winston.

Hamalik, O. (2018). Proses belajar mengajar. Bumi Aksara.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Jossey-Bass.Bloom, B. S. (1984). Taxonomy of educational objectives: The classification of educational goals. Longman.

Kember, D. (2009). Promoting student-centred forms of learning across an entire university. Higher Education, 58(1), 1–13.

Kemdikbud. (2016). Permendikbud Nomor 22 Tahun 2016 tentang Standar Proses Pendidikan Dasar dan Menengah. Jakarta: Kemdikbud.

Kemmis, S., & McTaggart, R. (1988). The action research planner. Deakin University Press.

Lestari, S. (2017). Penerapan Pembelajaran Group Investigation Untuk Meningkatkan Prestasi dan Keaktifan Siswa Materi Statistika. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 1(2), 150-157.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.

Moleong, L. J. (2017). Metodologi penelitian kualitatif. Remaja Rosdakarya.

Mukti, S. H., & Julianto. (2018). Penerapan Model Pembelajaran Berpikir Induktif untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas IV Materi Bentuk Energi dan Penggunaannya di SDN Sokalela Kadur Pamekasan. JPGSD, 06(11), 2054-2063.

Ormrod, J. E. (2014). Educational psychology: Developing learners (8th ed.). Pearson.Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Piaget, J. (1970). Psychology and pedagogy. Viking Press.

Sadieda, L.U. (2019). Kemampuan Argumentasi Mahasiswa Melalui Model Berpikir Induktif Dengan Metode Probing-Prompting Learning. Jurnal Pendidikan Matematika. 14(1). 309-316

Santrock, J. W. (2018). Educational psychology (6th ed.). McGraw-Hill.

Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson.

Sudijono, A. (2012). Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo Persada.

Suprijono, A. (2012). Cooperative Learning : Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar.

Suyono, & Hariyanto. (2017). Belajar dan pembelajaran: Teori dan konsep dasar. PT Remaja Rosdakarya.

Tan, I. G. C., Sharan, S., & Lee, C. K. E. (2007). Group investigation effects on achievement, motivation, and perceptions of students in Singapore. The Journal of Educational Research,100(3), 142-154.

Trianto. (2010). Mendesain model pembelajaran inovatif-progresif: Konsep, landasan, dan implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wahyuningsih, I. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation Terhadap Hasil Belajar IPA. Natural: Jurnal Ilmiah Pendidikan IPA, 4(1), 26-33.

Zubaidah, S. (2016). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. Seminar Nasional Pendidikan dengan Tema “Isu-isu Strategis Pembelajaran MIPA Abad 21”, Universitas Negeri Malang, 1–17.