Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model
This research is to improve the students’ science process skills include four aspects: 1) formulating problem; 2) formulating hypotheses; 3) constructing experimental design; 4) apply concept in Senses System,by applying bounded inquiry lab model for second grade students at SMA Al Islam 1 Surakarta...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret
2016-08-01
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| Series: | Bioedukasi: Jurnal Pendidikan Biologi |
| Subjects: | |
| Online Access: | https://jurnal.uns.ac.id/bioedukasi/article/view/4218 |
| _version_ | 1797648150519873536 |
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| author | SIN SYIN LU’LU’ HANDAYANI SUCIATI SUCIATI MARJONO MARJONO |
| author_facet | SIN SYIN LU’LU’ HANDAYANI SUCIATI SUCIATI MARJONO MARJONO |
| author_sort | SIN SYIN LU’LU’ HANDAYANI |
| collection | DOAJ |
| description | This research is to improve the students’ science process skills include four aspects: 1) formulating problem; 2)
formulating hypotheses; 3) constructing experimental design; 4) apply concept in Senses System,by applying bounded
inquiry lab model for second grade students at SMA Al Islam 1 Surakarta. This research is a classroom action research
(CAR), conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. The research subject
was 35 students of science 3 at SMA Al Islam 1 Surakarta.Data collection techniques used: 1) non-test technique
(observation, interviews, and documentations); 2) test for science process skills. Data was analysed using descriptive
qualitative. The results show that there is an improvement of each aspect of science process skillsfrom Pre-Cycle to Cycle
2, i.e. formulating problem (39,46%; 50%;82,35%); formulating hypotheses (34,05%; 49,12%; 81,48%); experimental
design 34,05%; 49,12%; 81,48%); application concept (36,76%; 38%; 64,75%).Itcanbe concluded that the application of
bounded inquiry lab model can improve students’ science process skills. |
| first_indexed | 2024-03-11T15:27:57Z |
| format | Article |
| id | doaj.art-3f1c60e64fe64ed492c800d4b3d55ad4 |
| institution | Directory Open Access Journal |
| issn | 1693-265X 2549-0605 |
| language | English |
| last_indexed | 2024-03-11T15:27:57Z |
| publishDate | 2016-08-01 |
| publisher | Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret |
| record_format | Article |
| series | Bioedukasi: Jurnal Pendidikan Biologi |
| spelling | doaj.art-3f1c60e64fe64ed492c800d4b3d55ad42023-10-27T09:42:17ZengFakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas MaretBioedukasi: Jurnal Pendidikan Biologi1693-265X2549-06052016-08-0192495410.20961/bioedukasi-uns.v9i2.42183548Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab ModelSIN SYIN LU’LU’ HANDAYANI0SUCIATI SUCIATI1MARJONO MARJONO2Program Studi Pendidikan Biologi/FKIP-Universitas Sebelas Maret, Surakarta, IndonesiaProgram Studi Pendidikan Biologi/FKIP-Universitas Sebelas Maret, Surakarta, IndonesiaProgram Studi Pendidikan Biologi/FKIP-Universitas Sebelas Maret, Surakarta, IndonesiaThis research is to improve the students’ science process skills include four aspects: 1) formulating problem; 2) formulating hypotheses; 3) constructing experimental design; 4) apply concept in Senses System,by applying bounded inquiry lab model for second grade students at SMA Al Islam 1 Surakarta. This research is a classroom action research (CAR), conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. The research subject was 35 students of science 3 at SMA Al Islam 1 Surakarta.Data collection techniques used: 1) non-test technique (observation, interviews, and documentations); 2) test for science process skills. Data was analysed using descriptive qualitative. The results show that there is an improvement of each aspect of science process skillsfrom Pre-Cycle to Cycle 2, i.e. formulating problem (39,46%; 50%;82,35%); formulating hypotheses (34,05%; 49,12%; 81,48%); experimental design 34,05%; 49,12%; 81,48%); application concept (36,76%; 38%; 64,75%).Itcanbe concluded that the application of bounded inquiry lab model can improve students’ science process skills.https://jurnal.uns.ac.id/bioedukasi/article/view/4218bounded inquiry lab model, science process skills |
| spellingShingle | SIN SYIN LU’LU’ HANDAYANI SUCIATI SUCIATI MARJONO MARJONO Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model Bioedukasi: Jurnal Pendidikan Biologi bounded inquiry lab model, science process skills |
| title | Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model |
| title_full | Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model |
| title_fullStr | Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model |
| title_full_unstemmed | Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model |
| title_short | Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model |
| title_sort | improving students science process skills on biology using bounded inquiry lab model |
| topic | bounded inquiry lab model, science process skills |
| url | https://jurnal.uns.ac.id/bioedukasi/article/view/4218 |
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