Penerapan Model Pembelajaran Inkuiri Terbimbing Materi Pokok Fluida Dinamis Pada Peserta Didik Kelas XI MIA 2 SMA Negeri 9 Kupang Semester Genap Tahun Ajaran 2017/2018

Rui, Petrus Renol (2018) Penerapan Model Pembelajaran Inkuiri Terbimbing Materi Pokok Fluida Dinamis Pada Peserta Didik Kelas XI MIA 2 SMA Negeri 9 Kupang Semester Genap Tahun Ajaran 2017/2018. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

Guided inquiry learning model is a learning model that involves students to be more active in finding knowledge or understanding to investigate, ranging from observing, asking questions, planning investigations, collecting data or information and conducting investigations,analyzing data, making conclusions and communicating the results of investigations. The general objective in this study was "Describe the results of the application of guided inquiry learning model of dynamic fluid subject matter for students of class XI MIA2 of SMA Negeri 9 Kupang in Even Semester in the School Year 2017/2018." This type of research is descriptive research; the subjects in this study were teachers as researchers and students of class XI MIA2, totaling 26 people of SMA Negeri 9 Kupang in Even Semester in the School Year 2017/2018. Learning tools used in this study included: Lesson Plan (RPP), Student Learning Materials (BAPD), and Students’ Worksheets (LKPD). The instruments in this study were learning device validation sheets, learning management observation sheets, student learning outcomes, student response sheets. Subject selection techniques using purposive sampling technique. Research design using One-Group Pretest- posttest Design. Data collection techniques were observation, tests, and questionnaires. The results of the descriptive analysis of the research data were obtained: (1) The ability of teachers to manage learning activities which included learning planning, implementation of learning, and evaluation of learning was good with the average score of 3.96; 3.83; 4.00. (2) The indicators of learning utcomes of students prepared were good with the acquisition of an average proportion of completeness for indicators of cognitive learning outcomes, indicators of affective learning outcomes and indicators of psychomotor learning outcomes were 0.94; 0.81; 0.82. (3) Learning outcomes of students were good with the average proportion for tests of cognitive, affective, and psychomotor learning outcomes respectively was 0.92; 0.81; and 0.82. (4) The students' response to the learning process was good with an average percentage of 88.30%.

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