Araştırma Makalesi
Yıl 2018,
, 168 - 174, 27.08.2018
Öz
Kaynakça
- Adair, L. M. & Chiaverina, C. J. (2003). Preparation of Excellent Teacher at All Levels. Canada: AAPT Planning Meeting, 27-28 July 2003. Anderson, R. D. (2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 3(1). Baseya, J.M., Mendelow, T.N. & Ramos, C.N. (2010). Current Trends of Community College Lab Curricula in Biology: An Analysis of Inquiry, Technology, and Content. Journal of Biological Education, 34(2). Baseya, J.M. & Francis, C.D. (2011). Design of Inquiry-Oriented Science Labs: Impacts On Students’ Attitudes. International Journal of Science Education, 29(3). Buxeda, R. J., & Moore, D. A. (1999). Using Learning-Styles Data to Design Microbiology Course. Journal of College Science Teaching, 29(1). Campo, D. & Garcia-Vazquez, E. (2010). Inquiry-Based Learning of Molecular Phylogenetic. Journal of Biological Education, 43(1). Capps, D.K. & Crawford, B.A. (2017). Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? Journal of Science Teacher Education, 24(3). Crawford, B.A. (2007). Learning to Teach Science as Inquiry in The Rough and Tumble of Practice. Journal of Research in Science Teaching, 44(4). Depdiknas (2003). Standar Kompetensi Mata Pelajaran Biologi Sekolah Menengah Atas dan Madrasah Aliah. Jakarta : Direktorat Jenderal Pendidikan Dasar dan Menengah. Gall, M.D.; Gall, J. P. & Borg, W. R. (2003). Educational Research an Introduction. Boston: Pearson Education Inc. Hannasari R., Harahap, M.B., Sinulingga, K. (2017). Effect of Scientific Inquiry Learning Model Using Scientific Concepts Map and Attitudes to Skills Process Science Students. Journal of Education and Practice, 8(21). Hairida (2016). The Effectiveness Using Inquiry Based Natural Science Module with Authentic Assessment to Improve the Critical Thinking and Inquiry Skills of Junior High School Students. Jurnal Pendidikan IPA Indonesia, 5(2) Henrichsen & Jarrett (1999). Science Inquiry for The Classroom on Program Report. Oregon: The Northwest Regional Educational Laboratory. Jones, G. M., Carter, G., & Rua, M. (2000). Exploring Development of Conceptual Ecologies; Communities of Concepts Related to Convection and Heat. Journal of Research in Science Teaching, 37(2). Kuhn, M.A. (2015) Using Student Knowledge to Enhance Inquiry: A Theoretical and Practical View of Negotiation in a Science Classroom. Journal of Educational Enquiry, 14(3). Marbach-Ad, G., & Claassen, L. A. (2001). Improving Students’ Questions in Inquiry Labs. The American Biology Teacher, 63(6). Marbach-Ad, G.; Seal, O. & Sokolove, P. (2001). Student Attitudes and Recommendations on Active Learning: A Student-Led Survey Gauging Course Effectiveness. Journal of College Science Teaching, 30(7). McDermott, L. C. (1998). A Perspective On Teacher Preparation in Physics and Other Sciences: The Need for Special Sciences Course for Teacher. American Journal Physics, 58(8). Muhibbuddin (2016). Pemetaan Kemampuan Awal Pemahaman Konsep-Konsep Anatomi Tumbuhan Mahasiswa Pendidikan Biologi FKIP Unsyiah. Jurnal Biotik, 2(1). National Research Council/NRC (2003). National Science Educational Standard. Washington: National Academy Press. NSTA and AETS (2003). Standards for Science Teacher Preparation. National Science Teachers Association in Collaboration with the Association for Education of Teachers in Science. Philip, J.M.D. & Taber, K.S. (2016). Separating ‘Inquiry Questions’ and ‘Techniques’ to Help Learners Move Between the How and The Why of Biology Practical Work. Journal of Biological Education, 50(2). Sahyar & Hastini, F. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School. Journal of Education and Practice, 8(5). Schwartz, R.S.; Lederman, N.G. & Crawford, B.A. (2004). Developing Views of Nature of Science in an Authentic Context: An Explicit Approach to Bridging the Gap Between Nature of Science and Scientific Inquiry. Science Education, 88(4). Siew Li, W.S. & Arshad, M.Y. (2015). Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction. Malaysian Journal of Learning and Instruction, 12. Switzer, P. V., & Shriner, W. M. (2000). Mimicking The Scientific Process in The Upper-Division Laboratory. Bioscience, 50(2). Wandersee, J. H. (2004). Making high-tech micrographs meaningful to the biology student. In: Fensham, P., R. Gunstone, & R. White (Eds.) (2004). The Content of Science (A Constructivist Approach to its Teaching and Learning). London: The Flamer Press. Windschitl, M., & Buttemer, H. (2000). What Should the Inquiry Experience Be for The Learner? The American Biology Teacher, 62(5). Yusrizal; Halim, A. & Junike (2017). The Effect of Inqury Based Learning On the Procedural Knowledge Dimension About Electric and Magnet Concept. Jurnal Pendidikan Fisika Indonesia, 13 (2).
PLANT ANATOMY LEARNING ON BASED PRACTICES THROUGH THE INQUIRY STRATEGY: EFFORTS TO EQUIP THE ABILITY OF THE SCIENCE PROCESS AND SKILLS OF THE USE OF MICROSCOPE EQUIPMENT STUDENT OF BIOLOGY EDUCATION
Öz
Ability of Biology students in Teaching Education organization (In-Service) in science process and the ability to use microscope are in state of disappointment. A lot of research have been done to take care these problems, however it has not given a maximum effect. Plant anatomy is the most suitable subject that can be used to equip the student with science process learning and the ability to use microscope through inquiry strategy learning implementation. The purpose of this research is to answer the questions of how inquiry learning implementation affects the students’ ability of both science process and to use microscope. The method of this research is One-Shot Case Study Design, with 30 students as research subject. The research is conducted for three months (October to December 2017) at Faculty of Teacher Training and Education, Universitas Syiah Kuala. The aspect that is observed in this research is the ability in practicum planning, ability to use microscope and the ability to report the result. The result of the research showed that (1). Planning ability of the students to conduct practicum increased 48% from the previous result, 76% of the core maximum standard. Maximum score and minimum score are 97% and 55% respectively. (2) The ability to use microscope achieve 67% from basic score and 87% from the expected maximum result. (3) The ability to report the practicum result increase to 53% from the basic ability of 80% from maximum standard score. From the research result, it can be concluded that inquiry strategy implementation at plant anatomy subject has given a significant improvement toward students’ science process and the ability use microscope.
Anahtar Kelimeler
Kaynakça
- Adair, L. M. & Chiaverina, C. J. (2003). Preparation of Excellent Teacher at All Levels. Canada: AAPT Planning Meeting, 27-28 July 2003. Anderson, R. D. (2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 3(1). Baseya, J.M., Mendelow, T.N. & Ramos, C.N. (2010). Current Trends of Community College Lab Curricula in Biology: An Analysis of Inquiry, Technology, and Content. Journal of Biological Education, 34(2). Baseya, J.M. & Francis, C.D. (2011). Design of Inquiry-Oriented Science Labs: Impacts On Students’ Attitudes. International Journal of Science Education, 29(3). Buxeda, R. J., & Moore, D. A. (1999). Using Learning-Styles Data to Design Microbiology Course. Journal of College Science Teaching, 29(1). Campo, D. & Garcia-Vazquez, E. (2010). Inquiry-Based Learning of Molecular Phylogenetic. Journal of Biological Education, 43(1). Capps, D.K. & Crawford, B.A. (2017). Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? Journal of Science Teacher Education, 24(3). Crawford, B.A. (2007). Learning to Teach Science as Inquiry in The Rough and Tumble of Practice. Journal of Research in Science Teaching, 44(4). Depdiknas (2003). Standar Kompetensi Mata Pelajaran Biologi Sekolah Menengah Atas dan Madrasah Aliah. Jakarta : Direktorat Jenderal Pendidikan Dasar dan Menengah. Gall, M.D.; Gall, J. P. & Borg, W. R. (2003). Educational Research an Introduction. Boston: Pearson Education Inc. Hannasari R., Harahap, M.B., Sinulingga, K. (2017). Effect of Scientific Inquiry Learning Model Using Scientific Concepts Map and Attitudes to Skills Process Science Students. Journal of Education and Practice, 8(21). Hairida (2016). The Effectiveness Using Inquiry Based Natural Science Module with Authentic Assessment to Improve the Critical Thinking and Inquiry Skills of Junior High School Students. Jurnal Pendidikan IPA Indonesia, 5(2) Henrichsen & Jarrett (1999). Science Inquiry for The Classroom on Program Report. Oregon: The Northwest Regional Educational Laboratory. Jones, G. M., Carter, G., & Rua, M. (2000). Exploring Development of Conceptual Ecologies; Communities of Concepts Related to Convection and Heat. Journal of Research in Science Teaching, 37(2). Kuhn, M.A. (2015) Using Student Knowledge to Enhance Inquiry: A Theoretical and Practical View of Negotiation in a Science Classroom. Journal of Educational Enquiry, 14(3). Marbach-Ad, G., & Claassen, L. A. (2001). Improving Students’ Questions in Inquiry Labs. The American Biology Teacher, 63(6). Marbach-Ad, G.; Seal, O. & Sokolove, P. (2001). Student Attitudes and Recommendations on Active Learning: A Student-Led Survey Gauging Course Effectiveness. Journal of College Science Teaching, 30(7). McDermott, L. C. (1998). A Perspective On Teacher Preparation in Physics and Other Sciences: The Need for Special Sciences Course for Teacher. American Journal Physics, 58(8). Muhibbuddin (2016). Pemetaan Kemampuan Awal Pemahaman Konsep-Konsep Anatomi Tumbuhan Mahasiswa Pendidikan Biologi FKIP Unsyiah. Jurnal Biotik, 2(1). National Research Council/NRC (2003). National Science Educational Standard. Washington: National Academy Press. NSTA and AETS (2003). Standards for Science Teacher Preparation. National Science Teachers Association in Collaboration with the Association for Education of Teachers in Science. Philip, J.M.D. & Taber, K.S. (2016). Separating ‘Inquiry Questions’ and ‘Techniques’ to Help Learners Move Between the How and The Why of Biology Practical Work. Journal of Biological Education, 50(2). Sahyar & Hastini, F. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School. Journal of Education and Practice, 8(5). Schwartz, R.S.; Lederman, N.G. & Crawford, B.A. (2004). Developing Views of Nature of Science in an Authentic Context: An Explicit Approach to Bridging the Gap Between Nature of Science and Scientific Inquiry. Science Education, 88(4). Siew Li, W.S. & Arshad, M.Y. (2015). Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction. Malaysian Journal of Learning and Instruction, 12. Switzer, P. V., & Shriner, W. M. (2000). Mimicking The Scientific Process in The Upper-Division Laboratory. Bioscience, 50(2). Wandersee, J. H. (2004). Making high-tech micrographs meaningful to the biology student. In: Fensham, P., R. Gunstone, & R. White (Eds.) (2004). The Content of Science (A Constructivist Approach to its Teaching and Learning). London: The Flamer Press. Windschitl, M., & Buttemer, H. (2000). What Should the Inquiry Experience Be for The Learner? The American Biology Teacher, 62(5). Yusrizal; Halim, A. & Junike (2017). The Effect of Inqury Based Learning On the Procedural Knowledge Dimension About Electric and Magnet Concept. Jurnal Pendidikan Fisika Indonesia, 13 (2).
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Ağustos 2018 |
| Gönderilme Tarihi | 3 Haziran 2018 |
| Yayımlandığı Sayı | Yıl 2018 |
Kaynak Göster
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