The Effect of Experimental Methods with an Inductive Approach on the Students’ Physics Scientific Performance
DOI:
https://doi.org/10.26618/jpf.v9i1.4212Keywords:
scientific performance, experimental methods, physics learning, inductive approachAbstract
Science is concerned with how to understand nature systematically so that it is not only limited to mastering a collection of knowledge in the form of facts or concepts, but also as a process of discovery. An inductive approach can help students gather information and test it thoroughly, process information into concepts, and learn to manipulate these concepts. The aim of this study were 1) to describe the scientific performance of class VIII students of one of the schools in Bulukumba who were taught by using the experimental method with the Inductive Approach, 2) to describe the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using conventional learning methods, 3) analyzing the scientific performance of class VIII students of one of the schools in Bulukumba which was higher. This research is a type of experimental research, with posttest design only control group design. The population in this study were all students of class VIII of one of the schools in Bulukumba which were divided into six classes. The sample in this study were students of class VIII1 as the experiment class and class VIII2 as the control class who were selected by class randomization technique. The instrument used in this study was the scientific performance test. The results showed that 1)the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using the experimental method with the inductive approach was in the very high category, 2)the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using conventional methods were in the medium category, and 3) the physics scientific performance of class VIII students of one of The schools in Bulukumba who were taught using the experimental method with an Inductive Approach was higher than those taught using the conventional method. The recommendation of this research is that inductive learning should be carried out on a broader scale, namely in other schools, especially in physics learning.
References
Ahmadi, I. K., Amri, S., & Elisah, T. (2011). Strategi Pembelajaran Berorientasi KTSP. Prestasi Pustaka Publisher.
Arwira, T. M., Ramadhani, A., & Nasution, F. (2017). Pengaruh Model Pembelajaran Berpikir Induktif Terhadap Hasil Belajar. Seminar Nasional Pendidikan Dasar Universitas Negeri Medan.
Dimyati, & Mudjiono. (2009). Belajar & Pembelajaran. Rineka Cipta.
Hamid, A. A. (2011). Pembelajaran fisika di sekolah. In Yogyakarta: Fakultas MIPA, UNY (Pertama). Universitas Negeri Yogyakarta. http://staff.uny.ac.id/sites/default/files/130814851/Pembelajaran Fisika di Sekolah.pdf
Ismayanti, Arsyad, M., & Marisda, D. H. (2020). Penerapan Strategi Refleksi Pada Akhir Pembelajaran Untuk Meningkatkan Keterampilan Berpikir Kreatif Peserta Didik Pada Materi Fluida. Karst : Jurnal Pendidikan Fisika Dan Terapannya, 3(1), 117–121. http://ejournals.umma.ac.id/index.php/karts/article/view/573/399
Kadir, H. D., Arsyad, M., & Marisda, D. H. (2020). Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar Implementation of Problem Solving Methods in Elasticity Course Implementasi Metode Pemecahan Masalah pada Materi Elastisitas. 8, 279–285. https://doi.org/10.26618/jpf.v8i3.3803
Ma’ruf, M., Handayani, Y., Marisda, D. H., & Riskawati, R. (2020). The needs analysis of basic physics learning devices based on hybrid learning. Journal of Physics: Conference Series, 1422(012029), 1–5. https://doi.org/10.1088/1742-6596/1422/1/012029
Ma’ruf, M., Marisda, D. H., & Handayani, Y. (2019). The basic physical program based on education model online assisted by alfa media to increase creative thinking skills. Journal of Physics: Conference Series, 1157(032068), 1–5. https://doi.org/10.1088/1742-6596/1157/3/032068
Marisda, D H, Handayani, Y., & Rahmawati, R. (2020). The combination of interactive conceptual learning models and multimedia interactive to minimize misconceptions on the science content. The 9th International Conference on Theoretical and Applied Physics (ICTAP), 1–8. https://doi.org/10.1088/1742-6596/1572/1/012069
Marisda, D H, Rahmawati, R., & Andriani, A. A. (2020). Respon Dosen dan Mahasiswa Terhadap Penggunaan Media Pembelajaran Multimedia Interaktif Macromedia Flash. Jurnal Pendidikan Fisika Dan Teknologi (JPFT), 6(1), 25–30. https://doi.org/http://dx.doi.org/10.29303/jpft.v6i1.1463
Marisda, Dewi Hikmah. (2016). Pengembangan Modul Fisika Kesehatan Materi Getaran, Gelombang, dan Bunyi melalui Model Pembelajaran Langsung di SMK Kesehatan Terpadu Mega Rezky Makassar. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 4(3), 267–275. https://journal.unismuh.ac.id/index.php/jpf/article/view/325
Marisda, Dewi Hikmah, & Handayani, Y. (2020). Model Pembelajaran Kolaboratif Berbasis Tugas Sebagai Alternatif Pembelajaran Fisika Matematika. 2, 9–12.
Marisda, Dewi Hikmah, Natsir, M., & Khaeruddin. (2010). Penerapan Pembelajaran Berbasis Masalah Tipe Creative Problem Solving (CPS) Untuk Meningkatkan Ketuntasan Belajar Fisika Siswa Kelas VIII-E SMPN 1 Ma’rang Kabupaten Pangkep. JSP, 9.
Riskawati, & Marisda, D. H. (2020). The Effectiveness of Experimental Method in Teaching Motion Topic at Senior High School Level. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 8(1), 33–42. https://doi.org/10.26618/jpf.v8i1.3004
Siahaan, P., & Suyana, I. (2010). Hakekat Sains dan Pembelajaran Sains. Hakekat Sains Dan Pembelajaran Sains, 1–17.
Sirait, M., & Sihombing, A. E. (2017). Pengaruh Model Pembelajaran Berpikir Induktif Optika Geometris. Jurnal Penelitian Bidang Pendidikan, 23(1), 37–46. https://jurnal.unimed.ac.id/2012/index.php/penelitian/article/view/9999
Subekti, Y., & Ariswan, A. (2016). Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains. Jurnal Inovasi Pendidikan IPA, 2(2), 252. https://doi.org/10.21831/jipi.v2i2.6278
Sugiyarto. (2005). Pengaruh Persepsi Guru Tentang Kepemimpinan Kepala Sekolah, Kompetensi, dan Motivasi terhadap Kinerja Guru SMK Seni dan Kerajinan Kota Surakarta. Universitas Muhammadiyah Surakarta.
Sugiyono. (2017). Metode Penelitian Pendidikan. Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Suparmin. (2017). Penerapan Model Pembelajaran Berpikir Induktif dalam Pembelajaran Fisika pada Peserta Didik Kelas X SMA Negeri 16 Makassar. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 5(1), 75–89. https://media.neliti.com/media/publications/120183-ID-penerapan-model-pembelajaran-kooperatif.pdf
Susilowati. (2014). Pembelajaran IPA pada Kurikulum 2013. Pembelajaran IPA Pada Kurikulum 2013.
Uno, H. (2011). Model pembelajaran (Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif). Bumi Aksara.
Warsyidah, A. A., Arsyad, M., & Timur. (2016). Pegaruh Pendekata Induktif terhadap Kemampua Berpikir Abstrak daN Penguasaan Konsep Fisika Peserta Didik Kelas VII SMP Negeri 5 Bulukumba. Jurnal Sains Dan Pendidikan Fisika, 12(2), 146–154.
Downloads
Additional Files
- THE EFFECT OF EXPERIMENTAL METHODS WITH AN INDUCTIVE APPROACH ON STUDENT’S PHYSICS SCIENTIFIC PERFORMANCE
- THE EFFECT OF EXPERIMENTAL METHODS WITH AN INDUCTIVE APPROACH ON STUDENT’S PHYSICS SCIENTIFIC PERFORMANCE
- THE EFFECT OF EXPERIMENTAL METHODS WITH AN INDUCTIVE APPROACH ON STUDENT’S PHYSICS SCIENTIFIC PERFORMANCE
Published
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.