PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KEAKTIFAN BERTANYA DAN BERDISKUSI SISWA KELAS X MIA 3 SMA NEGERI 7 SURAKARTA TAHUN PELAJARAN 2014/ 2015

Pramesti, Lilis Yuli (2015) PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KEAKTIFAN BERTANYA DAN BERDISKUSI SISWA KELAS X MIA 3 SMA NEGERI 7 SURAKARTA TAHUN PELAJARAN 2014/ 2015. Other thesis, Universitas Sebelas Maret.

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    Abstract

    Lilis Yuli Pramesti. K4311037. THE APPLICATION OF INQUIRY LEARNING MODEL TO IMPROVE THE QUESTIONING AND DISCUSSION ACTIVENESS OF THE X MIA 3 GRADERS OF STATE SENIOR HIGH SCHOOL 7 SURAKARTA IN THE SCHOOL YEAR OF 2014/2015. Thesis, Surakarta: Teacher Training and Education Faculty. Sebelas Maret University. July 2015. The objective of research was to improve the questioning and discussion activeness through applying inquiry learning model in the X MIA 3 graders of State Senior High School 7 Surakarta in the school year of 2014/2015. This study was a Classroom Action Research (CAR), conducted in cycles, each of which consisted of four stages: planning, acting, observing and reflecting. The subject of research consisted of the 10th MIA 3 graders of SMA Negeri 7 Surakarta in the school year of 2014/2015, consisting of 31 students. The data consisted of student questioning and discussion activeness collected through observation, interview and supporting data from documentation. The data validation was tested using triangulation technique. The data analysis was conducted using a descriptive qualitative technique consisting of three components: data reduction, data display, and conclusion drawing or verification. The research procedure employed spiral model. The result of research in pre cycle showed that the application of inquiry learning model could improve the student questioning and discussion from pre cycle to cycle I and from cycle I to cycle II. The improvement of questioning activeness was indicated by the improved contribution of students based on knowledge dimension in which 2 students posed conceptual questions in pre-cycle; 13 students posed factual questions, 19 students posed conceptual questions, and 16 students posed procedural questions in cycle I; 26 students posed factual questions, 21 students posed conceptual questions, 2 students posed metacognitive questions, and 11 students posed procedural questions in cycle II. In addition, it was also indicated by knowledge dimension based on thinking process dimension in which 2 students posed C1 question and 1 students posed C2 questions in pre-cycle; 18 students posed C1 questions, 23 students posed C2 questions, 9 students posed C4 questions, and 3 students posed C6 questions in cycle I. 16 students posed C1 questions, 24 students posed C2 questions, 4 students posed in C3 questions, 15 students posed C4 questions, 3 students posed C5 questions, and 10 students posed C6 questions in cycle II. The improvement of discussion activeness was indicated by the increased gain of mean percentage from 25.76% in pre cycle increased to 63.86% in cycle I and increased to 78.19% in cycle II. The conclusion of research was that the application of inquiry learning model could improve the questioning and discussion activeness through applying inquiry learning model in the 10th MIA 3 graders of SMA Negeri 7 Surakarta in the school year of 2014/2015. Keywords: Inquiry learning model, questioning activeness, discussion activeness

    Item Type: Thesis (Other)
    Subjects: G Geography. Anthropology. Recreation > GE Environmental Sciences
    L Education > L Education (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan
    Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Biologi
    Depositing User: azaria nur fadhillah
    Date Deposited: 20 Nov 2015 21:37
    Last Modified: 20 Nov 2015 21:37
    URI: https://eprints.uns.ac.id/id/eprint/21801

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