Strategi Multi Representasi Pada Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Pemahaman Konsep IPA

Multi Representation Strategy in Guided Inquiry Learning Model to Improve Understanding of Science Concepts

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan pemahaman konsep IPA siswa dan respon siswa setelah mengikuti pembelajaran strategi multi representasi pada model pembelajaran inkuiri terbimbing. Metode penelitian yang digunakan menggunakan deskriptif kuantitatif dengan desain penelitian one-group pretest-posttest. Subjek penelitian adalah siswa kelas VIII D MTsN 1 Surabaya tahun ajaran 2024/2025. Instrumen penelitian yang digunakan dinilai dari indikator pemahaman konsep IPA meliputi menjelaskan, menafsirkan, memberikan contoh dan menarik inferensi. Teknik pengumpulan data yang digunakan yaitu tes, pengamatan dan angket. Teknik analisis data yang digunakan yaitu analisis N-Gain, dan analisis persentase skala likert. Hasil penelitian menunjukkan bahwa strategi multi representasi pada model pembelajaran inkuiri terbimbing terlaksana dengan baik selama tiga pertemuan dengan persentase 95%, 96% dan 96,75% berkriteria sangat bagus. Pemahaman konsep IPA meningkat dengan skor rata-rata N-Gain sebesar 0,70 kriteria sedang serta sebanyak 94% siswa memberikan respon positif terhadap pembelajaran ini.  

This study aims to describe the implementation of learning, increasing students' understanding of science concepts and student responses after participating in multi-representation strategy learning in the guided inquiry learning model. The research method used is quantitative descriptive with a one-group pretest-posttest research design. The subjects of the study were students of class VIII D MTsN 1 Surabaya in the 2024/2025 academic year. The research instruments used were assessed from indicators of understanding science concepts including explaining, interpreting, giving examples and drawing inferences. Data collection techniques used were tests, observations and questionnaires. Data analysis techniques used were N-Gain analysis, and Likert scale percentage analysis. The results showed that the multi-representation strategy in the guided inquiry learning model was implemented well during three meetings with a percentage of 95%, 96% and 96.75% with very good criteria. Understanding of science concepts increased with an average N-Gain score of 0.70 moderate criteria and as many as 94% of students gave a positive response to this learning.