Araştırma Makalesi
Yıl 2018,
Cilt: 4 Sayı: 10, 15 - 23, 30.04.2018
Öz
Kaynakça
- Amir, R. & Tamir, P. (2010). Proposition generating task [PGT]: a measure of meaningful learning and of conceptual chang. Journal of Biological Education, vol.29. Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revwasion of Bloom's Taxonomy of Educational Objectives. New York: Addwason Wwasely Longman Inc. Basey, J.M., Mendelow, T.N. & Ramos, C.N. (2010). Current Trends of Community College Lab Curricula in Biology: An Analyswas of Inquiry, Technology, and Content. Journal of Biological Education, vol.34. Baseya, J.M. & Francwas, C.D. (2011). Design of Inquiry-Oriented Science Labs: Impacts On Students’ Attitudes. International Journal of Science Education, vol.29. Campo, D. & Garcia-Vazquez, E. (2010). Inquiry-Based Learning of Molecular Phylogenetic. Journal of Biological Education, vol.43. Capps, D.K. & Crawford, B.A. (2017). Inquiry-Based Instruction and Teaching About Nature of Science: Were They Happening? Journal of Science Teacher Education, vol.24. Cwerey, S. (2008). Conceptual Change in Childhood. London: The MIT Press. Carin, A.A. (2007). Teaching Modern Science. New Jersey: Prentice-Hall Inc. Champagne, A. B., Gunstone, R. F., & Klopfer (2003). Effecting Changes in Cognitive Structures Among Physics student. In: L. West & A. Pines (Eds.) Cognitive Structure and Conceptual Change. Orlando: Academic Press. Cosgrove, M. & Osborne, R. (2005). Lesson Framework for Teaching Children’s Ideas. In: R. Osborne & F. P. Freyberg (Eds.) Learning in Science: The Implication of Children’s Science. Portsmouth: Heinemann. Costa, A. L. (2005). Teacher Behavior That Enable Student Thinking. In: Costa, A. L. (Ed.) Developing Mind: A Resource Book for Teaching Thinking. Alexandria: ASCD. Dahar, R.W. (1985). Kesiapan Guru Mengajarkan Sains di Sekolah Dasar Ditinjau Dari Segi Pengembangan Keterampilan Proses Sains. Disertasi. Bandung: Fakultas Pascasarjana IKIP Bandung. Depdiknas (2003). Standar Kompetensi Mata Pelajaran Biologi Sekolah Menengah Atas dan Madrasah Aliah. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah. Duggan-Haas, D. (2000). A Proposed Introduction to the NSTA Standards for Science Teacher Preparation. Kalamazoo College. Gabel, D. L. (1994). Handbook of Research on Science Teaching and Learning. A Project of the National Science Teachers Association. New York: Mc Millan Publishing Co. 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, vol.8. 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. Vol.5. Hodson, D. (2008). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education, vol.22 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, vol.14. A Student-Led Survey Gauging Course Effectiveness. Journal of College Science Teaching, vol.30. 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, vol.58. Meltezer, D.E. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible ‘‘Hidden Variable’’ In Diagnostic Pretest Scores. American Journal Physics.vol.70. Muhibbuddin (2015). Analisis Konsepsi Alternatif dan Miskonsepsi Konsep-Konsep Struktur Tumbuhan Terhadap Guru Sains dan Biologi. Serambi Akademika, vol.1. Muhibbuddin (2016). Pemetaan Kemampuan Awal Pemahaman Konsep-Konsep Anatomi Tumbuhan Mahasiswa Pendidikan Biologi FKIP Unsyiah. Jurnal Biotik, vol.2. Novak, J. D. & Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. Novak, J. D. (1990). Concept Mapping: A Useful Tool for Science Education. Journal for Research in Science Teaching, vol.27. 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. Odom, A. L. & Kelly, P. V. (2001). Integrating Concept Mapping and The Learning Cycle to Teach Diffusion and Osmoses Concepts to High School Biology Students. Science Education, vol.85. 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, vol.50. 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, vol.8. Semiawan, C., Tangyong, F.A., Ballen, S., Mathelenual, Y., & Sudiloardjo, W. (2003). Pendekatan Keterampilan Proses. Jakarta: Gramedia Widiasuara Indonesia. Shayer, M. & Adey, P.S. (1992). Accelerating The Development of Formal Thinking In Middle and High School Students II: Post project Effects On Science Achievement. Journal of Research in Science Teaching, vol.29. 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, vol.12. Uno, G. E. (1999). Learning about learning through teaching about inquiry. In book: Student-Active Science. Model of Innovation in College Science Teaching. Mc Neal, A.P. & D’Avanzo, C. (Eds.). Philadelphia: Saunders College Publwashing.
IMPLEMENTATION OF INQUIRY LEARNING STRATEGY IN PLANT ANATOMY LECTURE TO IMPROVE THE COMPREHENSION ABILITY AND CONCEPT RECONSTRUCTION FOR BIOLOGY TEACHER CANDIDATES
Öz
The purpose of the research was to
study the effect of inquiry learning strategy toward the comprehension ability
and concept reconstruction of plant anatomy to the students. The subject of the
analysis was students of biology education at 3rd semester Faculty
of Education and Teaching, Syiah Kuala University. The method used in the
research was experiment design of Pretest-Posttest Control-Group. Inquiry
learning strategy was done by giving students structured task, question answers
and discussion. Comprehension of the concept was measured by a written test, an
objective test which has been validated. Concept reconstruction ability of
students measured by comparing the ability of comprehension ability concept
before and after lecture. Comprehension concept data obtained was then analyzed
using normalization of gain calculation method. To compare comprehension
ability and concept reconstruction between groups of student which were equipped
with inquiry learning and control groups, they were tested with Independent
Sample t-Test. The research finding shown that there was significant
improvement toward concept comprehend of students equipped with inquiry
learning compare to students not with inquiry learning. Concept reconstruction
ability of students with inquiry learning was higher (62%) compare to students
not with inquiry learning. Therefore, inquiry learning strategy was effective
to improve comprehension ability and reconstruction concepts of plant
anatomy.
Anahtar Kelimeler
Learning strategy inquiry plant anatomy concept reconstruction
Kaynakça
- Amir, R. & Tamir, P. (2010). Proposition generating task [PGT]: a measure of meaningful learning and of conceptual chang. Journal of Biological Education, vol.29. Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revwasion of Bloom's Taxonomy of Educational Objectives. New York: Addwason Wwasely Longman Inc. Basey, J.M., Mendelow, T.N. & Ramos, C.N. (2010). Current Trends of Community College Lab Curricula in Biology: An Analyswas of Inquiry, Technology, and Content. Journal of Biological Education, vol.34. Baseya, J.M. & Francwas, C.D. (2011). Design of Inquiry-Oriented Science Labs: Impacts On Students’ Attitudes. International Journal of Science Education, vol.29. Campo, D. & Garcia-Vazquez, E. (2010). Inquiry-Based Learning of Molecular Phylogenetic. Journal of Biological Education, vol.43. Capps, D.K. & Crawford, B.A. (2017). Inquiry-Based Instruction and Teaching About Nature of Science: Were They Happening? Journal of Science Teacher Education, vol.24. Cwerey, S. (2008). Conceptual Change in Childhood. London: The MIT Press. Carin, A.A. (2007). Teaching Modern Science. New Jersey: Prentice-Hall Inc. Champagne, A. B., Gunstone, R. F., & Klopfer (2003). Effecting Changes in Cognitive Structures Among Physics student. In: L. West & A. Pines (Eds.) Cognitive Structure and Conceptual Change. Orlando: Academic Press. Cosgrove, M. & Osborne, R. (2005). Lesson Framework for Teaching Children’s Ideas. In: R. Osborne & F. P. Freyberg (Eds.) Learning in Science: The Implication of Children’s Science. Portsmouth: Heinemann. Costa, A. L. (2005). Teacher Behavior That Enable Student Thinking. In: Costa, A. L. (Ed.) Developing Mind: A Resource Book for Teaching Thinking. Alexandria: ASCD. Dahar, R.W. (1985). Kesiapan Guru Mengajarkan Sains di Sekolah Dasar Ditinjau Dari Segi Pengembangan Keterampilan Proses Sains. Disertasi. Bandung: Fakultas Pascasarjana IKIP Bandung. Depdiknas (2003). Standar Kompetensi Mata Pelajaran Biologi Sekolah Menengah Atas dan Madrasah Aliah. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah. Duggan-Haas, D. (2000). A Proposed Introduction to the NSTA Standards for Science Teacher Preparation. Kalamazoo College. Gabel, D. L. (1994). Handbook of Research on Science Teaching and Learning. A Project of the National Science Teachers Association. New York: Mc Millan Publishing Co. 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, vol.8. 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. Vol.5. Hodson, D. (2008). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education, vol.22 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, vol.14. A Student-Led Survey Gauging Course Effectiveness. Journal of College Science Teaching, vol.30. 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, vol.58. Meltezer, D.E. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible ‘‘Hidden Variable’’ In Diagnostic Pretest Scores. American Journal Physics.vol.70. Muhibbuddin (2015). Analisis Konsepsi Alternatif dan Miskonsepsi Konsep-Konsep Struktur Tumbuhan Terhadap Guru Sains dan Biologi. Serambi Akademika, vol.1. Muhibbuddin (2016). Pemetaan Kemampuan Awal Pemahaman Konsep-Konsep Anatomi Tumbuhan Mahasiswa Pendidikan Biologi FKIP Unsyiah. Jurnal Biotik, vol.2. Novak, J. D. & Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. Novak, J. D. (1990). Concept Mapping: A Useful Tool for Science Education. Journal for Research in Science Teaching, vol.27. 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. Odom, A. L. & Kelly, P. V. (2001). Integrating Concept Mapping and The Learning Cycle to Teach Diffusion and Osmoses Concepts to High School Biology Students. Science Education, vol.85. 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, vol.50. 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, vol.8. Semiawan, C., Tangyong, F.A., Ballen, S., Mathelenual, Y., & Sudiloardjo, W. (2003). Pendekatan Keterampilan Proses. Jakarta: Gramedia Widiasuara Indonesia. Shayer, M. & Adey, P.S. (1992). Accelerating The Development of Formal Thinking In Middle and High School Students II: Post project Effects On Science Achievement. Journal of Research in Science Teaching, vol.29. 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, vol.12. Uno, G. E. (1999). Learning about learning through teaching about inquiry. In book: Student-Active Science. Model of Innovation in College Science Teaching. Mc Neal, A.P. & D’Avanzo, C. (Eds.). Philadelphia: Saunders College Publwashing.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Nisan 2018 |
| Gönderilme Tarihi | 14 Şubat 2018 |
| Yayımlandığı Sayı | Yıl 2018Cilt: 4 Sayı: 10 |
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