Penerapan Pendekatan Inkuiri Terbimbing Materi Pokok Hukum Newton Pada Peserta Didik Kelas VIII A Semester Ganjil SMP Adhyaksa 2 Kupang Tahun Ajaran 2014/2015

PIT’AY, Febrina Y. (2014) Penerapan Pendekatan Inkuiri Terbimbing Materi Pokok Hukum Newton Pada Peserta Didik Kelas VIII A Semester Ganjil SMP Adhyaksa 2 Kupang Tahun Ajaran 2014/2015. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

Guided inquiry approach is one of the approaches in the learning process in which learning is much interfered with by the teacher. Teachers lot of directing and giving instructions to the learners either through the complete procedure and directing questions during the inquiry process. The research question in this study is: how do the results of the application of guided inquiry approach to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015? Specific the question in this research are: (1) How does a teacher's ability to manage the learning process by applying a guided inquiry approach to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015? (2) How completeness indicator of student learning outcomes by applying a guided inquiry approach to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015? (3) How mastery learning outcomes of students with guided inquiry approach of applying pressure to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015? (4) How do students respond to learning activities guided inquiry approach by applying pressure to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015? The goal of this research is to describe how the results of the application of guided inquiry approach to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015. In detail the purpose of this study as follows: (1) Describe the teacher's ability to manage the learning process by applying a guided inquiry approach to the subject matter of Newton law for eight grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015. (2) Describe the completeness indicator of student learning outcomes by applying a guided inquiry approach to the subject matter of Newton law for eight grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015 (3) Describe the learning outcomes of students with guided inquiry approach of applying pressure to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015. (4) Describe the student's response to the implementation of learning activities guided inquiry approach by applying pressure to the subject matter of Newton law for eighth grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015. This research is a descriptive study. Subjects in this study were the teacher (researcher) and the eight grade students of junior high school of Adhyaksa 2 Kupang Academic Year 2014/2015, amounting to 16 people. The techniques used to collect data in this study are: observation, tests and questionnaires. The instruments used are: learning by observation sheet management approach guided inquiry, achievement test and form response learners. The data analysis technique used is descriptive analysis techniques which include the calculation of average scores, proportions and percentages. Based on the results of a descriptive analysis of the data showed that in general the application of guided inquiry approach to the subject matter of the pressure in the eighth grade students of junior high school of Adhyaksa 2 Kupang, amounting to 16 is optimal. In detail obtained a teacher's ability to manage an extensible learning include: planning, implementation and evaluation of learning are included in both categories. Indicators of learning outcomes prepared by 6 pieces of product achievement indicators, process indicators of achievement 6 indicators of achievement of affective and psychomotor all 4 indicators of achievement completed. Achievement test learners to learn the results of the test product, process, affective and psychomotor everything thoroughly and learner responses to the implementation of learning activities which include: introductory activities, core activities, closing activities, the allocation of time and the atmosphere of the class are all in category very well.

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