PENERAPAN MODEL PEMBELAJARAN LESS-STRUCTURED-INQUIRY UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK SMP

IMPLEMENTATION OF THE LESS-STRUCTURED-INQUIRY LEARNING MODEL TO FACILITATE STUDENTS' JUNIOR HIGH SCHOOL SCIENCE PROCESS SKILLS 

Penelitian yang bertujuan untuk mendeskripsikan keterampilan proses sains siswa setelah dilatih  menggunakan model pembelajaran less-structured-inquiry yang telah dilakukan di salah satu SMP Negeri di Sidoarjo. Penelitian ini menggunakan rancangan one group pretest-posttest design dengan melibatkan 30 siswa kelas VIII. Pengumpulan data dilakukan dengan observasi, tes tertulis, dan angket respons. Data yang telah didapatkan kemudian dilakukan analisis, yaitu menggunakan analisis deskriptif, normalized gain, visualisasi scatterplot, statistik inferensial, persentase aktivitas keterlaksanaan, dan persentase hasil respons siswa. Hasil penelitian menunjukkan  bahwa keterlaksanaan dan aktivitas pembelajaran menggunakan model pembelajaran less-structured-inquiry terlaksana semua tahapan dan diperoleh hasil observasi instruksi aktif lebih mendominasi. Hasil perolehan keterampilan proses sains siswa mengalami peningkatan dengan kategori sedang, namun dari hasil menunjukkan efek yang kecil terhadap pemberian perlakuan yang dapat dibuktikan dengan hasil distribusi posterior yang bernilai negatif. Kemudian pada angket respons siswa terhadap pembelajaran dengan menggunakan model pembelajaran less-structured-inquiry mendapatkan persentase rata-rata persetujuan siswa sangat setuju. Berdasarkan pemaparan tersebut meskipun terdapat keterbatasan, dapat ditarik kesimpulan bahwa menggunakan model pembelajaran less-structured-inquiry pada proses pembelajaran dapan melatihkan keterampilan proses sains siswa khususnya materi getaran dan gelombang.

Kata Kunci: Less-structured-inquiry, Keterampilan Proses Sains

This study aimed to describe Junior High School students’ science process skills students after the implementation of the less-structured-inquiry learning model  that has been conducted at one of the Public Junior High Schools in Sidoarjo. This research used a one group ptetest-posttest design by involving  30 students of 8^th grade. Data were collected using observation, written tests, and response questionnaires. The obtained data were then analyzed using descriptive analysis, normalized gain, scatterplot visualization, inferential statistics, percentage of activity implementation, and percentage of response questionnaire.the results showed that the implementation and activity of learning with the less-structured-inquiry model carried out in all phases and obtain a percentage of learning activity with active instruction more dominant. The science process skills of the students showed a moderate improvement, but the results indicated a small effect of the treatment, which was supported by the negatively valued posterior distribution. Then in the student response questionnaire to learning using the less-structured-inquiry learning model, the average percentage of student agreement strongly agrees with the criteria for each indicator. So based on this explanation, even though there are limitations, it can be concluded that using the less-structured-inquiry learning model in the learning process can facilitate students' science process skills, especially oscillation and waves concepts.

Keywords: Less-structured-inquiry, Science Process Skills