Cover Image

The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students’ Understanding and Motivation in Learning Light and Optics

Tina Afriani, Rika Rafikah Agustin, Eliyawati Eliyawati

Abstract


This research aims to investigate the effect of guided inquiry laboratory activity with video embedded on students’ understanding and students’ motivation in learning lights and optics topic. The method used in this research was pre-experiment. The sampling technique used in this research was convenience sampling, and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 20 students. The class implemented guided inquiry laboratory activity with video embedded in learning light and optics. The students’ understanding was measured using test given at pretest and post-test while students’ motivation was calculated using software ministeps (RASCH Model). The t-test paired sample also was performed on the average level of 95% to identify the significant difference of students’ understanding before and after the implementation of guided inquiry laboratory activity with video embedded. The results of this research show that the use of guided inquiry laboratory with video integrated gives an improvement of students understanding. Even though the value of n-gain is 0,264 (categorized as low level), the statistical test shows that there is a significant difference between students understanding before and after the implementation of guided inquiry laboratory activity with video embedded. There are 15 students from 20 students who are motivated in learning light and optics by using guided inquiry laboratory activity with video embedded. Students are motivated by the implementation of guided inquiry laboratory activity with video embedded.

Full Text:

Download PDF

References


Anderson, L. W. & Krathwohl, D. (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, NY: Longman.

Almuntasheri, S., Gillies, R. M., & Wright, T. (2016). The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density. Science Education International, 27(1), 16-39.

Ambarsari, W., Santosa, S., & Maridi, M. (2013). Penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dasar pada pelajaran biologi siswa kelas VIII SMP Negeri 7 Surakarta. Pendidikan Biologi, 5(1).

Anggraini, A. N., Zainuddin, & Miriam, S. (2017). Meningkatkan Keterampilan Prosedural Siwa Melalui Model Pengajaran Langsung Pada Materi Ajar Cahaya Dan Alat-Alat Optik Kelas VIII F SMPN 26 Banjarmasin. Berkala Ilmiah Pendidikan Fisika, 1(3), 154–168.

Arbai, S. Z., Edie, S. S., & Pamelasari, S. D. (2014). Pengembangan Modul IPA Terpadu Bermuatan Mind Mapping pada Tema Cahaya dan Penglihatan untuk Kelas VIII SMP/MTS. Unnes Science Education Journal, 3(1).

Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1).

Cohen, L., Manion, L., and Morrison, K. (2007). Research Method in Edcuation Sixth Edition. USA: Routledge.

Fakayode, S. O. (2014). Guided-inquiry laboratory experiments in the analytical chemistry laboratory curriculum. Analytical and Bioanalytical Chemistry, 406(5), 1267–1271.

Kumdang, P., Kijkuakul, S., & Chaiyasith, W. C. (2018). An Action Research on Enhancing Grade 10 Student Creative Thinking Skills using Argument-driven Inquiry Model in the Topic of Chemical Environment. Journal of Science Learning, 2(1), 9-13.

Milner, A. R., Templin, M. A., & Czerniak, C. M. (2011). Elementary Science Students’ Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom. Journal of Science Teacher Education, 22(2), 151–170.

Permana, N. A., Widiyatmoko, A., & Taufiq, M. (2016). Pengaruh virtual laboratory berbasis flash animation terhadap pemahaman konsep dan keterampilan berpikir kritis peserta didik tema optik kelas VIII SMP. Unnes Science Education Journal, 5(3).

Pratiwi, W. N. W., Rochintaniawati, D., & Agustin, R. R. (2018). The Effect of Multiple Intelligence-Based Learning Towards Students' Concept Mastery and Interest in Matter. Journal of Science Learning, 1(2), 49-52.

Prima, E. C., Putri, A. R., & Rustaman, N. (2018). Learning Solar System Using PhET Simulation to Improve Students' Understanding and Motivation. Journal of Science Learning, 1(2), 60-70.

Prima, E. C., Putri, C. L., & Sudargo, F. (2017). Applying Pre and Post Role-Plays supported by Stellarium Virtual Observatory to Improve Students’ Understanding on Learning Solar System. Journal of Science Learning, 1(1), 1-7.

Prima, E. C., Utari, S., Chandra, D. T., Hasanah, L., & Rusdiana, D. (2018). Heat and temperature experiment designs to support students’ conception on nature of science. JOTSE: Journal of technology and science education, 8(4), 453-472.

Puspitasari, R., Lesmono, A. D., & Prihandono, T. (2015). Pengaruh Model Pembelajaran Poe (Prediction , Observation and Explanation) Disertai Media Audiovisual Terhadap Keterampilan Kerja Ilmiah Dan Hasil Belajar Siswa Dalam Pembelajaran Ipa-Fisika Di Smp. Jurnal Pembelajaran Fisika, 4(3), 211–218.

Salsabila, E. R., Wijaya, A. F. C., & Winarno, N. (2018). Improving Students’ Sustainability Awareness through Argument-driven Inquiry. Journal of Science Learning, 2(2), 58-64.

Sari, N., Sunarno, W., & Sarwanto, S. (2018). Analisis Motivasi Belajar Siswa dalam Pembelajaran Fisika Sekolah Menengah Atas. Jurnal Pendidikan dan Kebudayaan, 3(1), 17-32.

Schoffstall, A. M., & Gaddis, B. A. (2007). Incorporating guided-inquiry learning into the organic chemistry laboratory. Journal of Chemical Education, 84(5), 848.

Sunarya, Y., & Mudzakir, A. (2017). Solar Cell as Learning Multimedia to Improve Students’ Scientific Literacy on Science and Nanotechnology. Journal of Science Learning, 1(1), 36-43.

Tessier, J. T., & Penniman, C. A. (2006). An inquiry-based laboratory design for microbial ecology. Bioscene, 32(4), 6–11.

Ural, E. (2016a). The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students’ Chemistry Laboratory Attitudes, Anxiety and Achievement. Journal of Education and Training Studies, 4(4), 217–227.

Ural, E. (2016b). The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students ’ Chemistry Laboratory Attitudes , Anxiety and Achievement, 4(4), 217–227.

Van Zile-Tamsen, C. (2017). Using Rasch analysis to inform rating scale development. Research in Higher Education, 58(8), 922-933.

Yuniastuti, E. (2013). Peningkatan keterampilan proses, motivasi, dan hasil belajar biologi dengan strategi pembelajaran inkuiri terbimbing pada siswa kelas VII SMP Kartika V-1 Balikpapan. Jurnal penelitian pendidikan, 13(1).




DOI: https://doi.org/10.17509/jsl.v2i3.15144

Refbacks

  • There are currently no refbacks.




Copyright (c) 2019 Tina Afriani

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JSL by http://ejournal.upi.edu/index.php/jslearning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright ©2018 Universitas Pendidikan Indonesia. Powered by Open Journal Systems