PENERAPAN MODEL PEMBELAJARAN INKUIRI TERSTRUKTUR BERSTRATEGI PAROCS UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA SMP

APPLICATION OF STRUCTURED INQUIRY LEARNING MODEL WITH PAROCS STRATEGY TO IMPROVE COGNITIVE LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS

    Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan model pembelajaran inkuiri terstruktur berstrategi Prediction, Alternative conceptions, Refutation, Observation, Comparison, dan Scientific explanation (PAROCS) terhadap peningkatan hasil belajar kognitif siswa pada materi cahaya dan cermin. Jenis penelitian yang digunakan adalah penelitian poor experimental designs melalui one group pretest-posttest design. Subjek dalam penelitian ini adalah 30 siswa kelas VIII disuatu SMP Negeri di daerah Balongbendo, semester genap tahun pelajaran 2022/2023. Teknik pengumpulan data menggunakan observasi, tes dan angket. Instrumen penelitian berupa lembar observasi keterlaksanaan pembelajaran, lembar tes tulis dan lembar angket respons siswa. Hasil tes dianalisis menggunakan Cronbach alpha, Mc Donald’s omega, normalized gain, lembar observasi keterlaksanaan, dan angket respons siswa dianalisis secara deskriptif kuantitatif. Hasil analisi penelitian menunjukkan bahwa keterlaksanaan pembelajaran model pembelajaran inkuiri terstruktur berstrategi PAROCS pada materi cahaya dan cermin terlaksana dengan baik. Hasil belajar kognitif sebagian besar siswa mengalami peningkatan dengan persentase 50% siswa meningkat secara sedang dan 50% siswa meningkat secara tinggi. Keterlaksanaan pembelajaran model pembelajaran inkuiri terstruktur berstrategi PAROCS pada pertemuan pertama, kedua dan ketiga memiliki skor rata-rata 90 dengan kategori baik. Respon peserta didik terhadap model pembelajaran diterima sangat baik dan positif. Hal ini terbukti dari nilai perolehan rata-rata memperoleh persentase 1,67% pada skala 3, 33,00% pada skala 4, dan 65,33% pada skala 5 dengan persentase paling banyak dengan kriteria sangat baik. 

Kata kunci : Inkuiri terstruktur, hasil belajar kognitif, cahaya dan cermin 

    The Research which the title is Application of Structured Inquiry Learning Model with PAROCS Strategy to Improve Cognitive Learning Outcomes of Junior High School Students. This study aims to describe the effect of applying the structured inquiry learning model with the Prediction, Alternative conceptions, Refutation, Observation, Comparison, and Scientific explanation (PAROCS) strategy on improving students' cognitive learning outcomes on light and mirror material. The type of research used is poor experimental designs through one group pretestposttest design. The subjects in this study were 30 8th-grade students in a public junior high school in the Balongbendo area, even semester of the 2022/2023 academic year. Data collection techniques used observation, tests, and questionnaires. The research instruments were an observation sheet of learning implementation, written test sheet, and student response questionnaire sheet. The test results were analyzed using Cronbach alpha, McDonald's omega, normalized gain, the implementation observation sheet, and the student response questionnaire were analyzed descriptively quantitatively. The results of the research analysis showed that the learning implementation of the structured inquiry learning model with the PAROCS strategy on light and mirror material was well implemented. Most of the students' cognitive learning outcomes increased with a percentage of 50% of students increasing moderately and 50% of students increasing highly. The learning implementation of the structured inquiry learning model with the PAROCS strategy at the first, second, and third meetings has an average score of 90 with a good category. Students' responses to the learning model were very good and positive. This is evident from the average acquisition value obtained a percentage of 1.67% on a scale of 3, 33.00% on a scale of 4, and 65.33% on a scale of 5 with the highest percentage with very good criteria.

Keywords : Structured inquiry, cognitive learning outcomes, light and mirrors