Guided discovery berbantuan virtual lab untuk meningkatkan keterampilan proses sains dan sikap ilmiah
Abstract
Virtual lab dapat memberikan pengalaman belajar nyata melalui simulasi dan kegiatan berbantuan komputer. Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains dan sikap ilmiah berdasarkan IQ siswa pada konsep gerak harmonik sederhana melalui model guided discovery learning berbantuan virtual lab pada materi gerak harmonik sederhana. Penelitian ini dilakukan di kelas X IPA 1 SMA N 4 Tangerang Selatan. Metode kuasi eksperimen dengan desain nonequivalent control group digunakan dalam penelitian ini. Berdasarkan observasi, keterampilan proses sains siswa tertinggi yaitu aspek mengajukan pertanyaan dan rendah pada aspek berhipotesis. Kelompok siswa dengan IQ rendah dan sedang menunjukkan sikap ilmiah paling tinggi pada aspek berpikir terbuka dan bekerja sama sedangkan kelompok IQ tinggi yaitu dan pada aspek sikap penemuan serta kreativitas. Dengan demikian, model guided discovery learning berbantuan virtual lab dapat meningkatkan keterampilan proses sains siswa pada seluruh kelompok IQ.
References
Abdulwahed, M., & Nagy, Z. K. (2013). Developing the TriLab , a triple access mode (hands-on, virtual, remote) laboratory , of a process control rig using LabVIEW and Joomla. Comput. Appl. Eng. Educ, 21, 614–626. https://doi.org/10.1002/cae.20506
Akinbobola, A. O., & Afolabi, F. (2010). Constructivist practices through guided discovery approach: The effect on students’ cognitive achievements in Nigerian senior secondary school physics. Eurasian Journal of Physics and Chemistry Education, 2(1), 16–25.
Al-Fajri, M. H., Alatas, F., & Daryono, Da. (2016). Seminar Nasional Pendidikan IPA-Biologi FITK UIN Syarif Hidayatullah Jakarta, 28 September 2016. In Seminar Nasional Pendidikan IPA-Biologi FITK UIN Syarif Hidayatullah Jakarta, 28 September 2016 (pp. 127–133).
Alatas, F., Pohan, H., & Sulukin Nisa, A. (2018). The Implemention of virtual laboratory Phet guided discovery learning on students achievement: Dynamic electricity topic. Advances in Social Science, Education and Humanities Research, 115(Icems 2017), 61–65. https://doi.org/10.2991/icems-17.2018.13
Andartari, A., Susanti, S., & Andriani, V. (2013). Pengaruh kemampuan intelektual (IQ) dan motivasi belajar terhadap hasil belajar siswa pada mata pelajaran akuntansi pada SMA Labschool Rawamangun. Jurnal Pendidikan Ekonomi Dan Bisnis, 1(1), 1–24.
Astra, I. M., & Wahidah, R. S. (2017). Peningkatan keterampilan proses sains siswa melalui model guided discovery learning kelas XI MIPA pada materi suhu dan kalor. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 181–190. https://doi.org/10.21009/1.03209
Bajpai, M., & Kumar, A. (2015). Effect of virtual laboratory on students’ conceptual achievement in physics. International Journal of Current Research, 7(02), 12808–12813.
Coletta, V. P., & Phillips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172–1182. https://doi.org/10.1119/1.2117109
Dewi, V. P., Doyan, A., & Soeprianto, H. (2017). Pengaruh model penemuan terbimbing terhadap keterampilan proses sains ditinjau dari sikap ilmiah pada pembelajaran IPA. Jurnal Penelitian Pendidikan IPA, 3(1), 60–67. https://doi.org/10.29303/jppipa.v3i1.102
Habibbulloh, M., Jatmiko, B., & Widodo, W. (2017). Pengembangan perangkat pembelajaran model guided discovery berbasis lab virtual untuk mereduksi miskonsepsi siswa SMK topik efek fotolistrik. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 7(1), 27–43.
Hake, R. (1998). Interactive-engagement versus traditional methods?: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Handayani, B. T., Arifuddin, M., & Misbah, M. (2017). Meningkatkan keterampilan proses sains melalui model guided discovery learning. Jurnal Ilmiah Pendidikan Fisika, 1(3), 143–154. https://doi.org/10.20527/jipf.v1i3.1016
Hannasari, R., Harahap, M. B., & Sinulingga, K. (2017). The effect of scientific inquiry learning model and creative thinking skills on student’s science process skills. Journal of Education, 8(21), 48–52. https://doi.org/10.9790/7388-0704035557
Hariyanto, A. (2016). Pengaruh discovery learning berbantuan paket program simulasi Phet terhadap prestasi belajar fisika. Jurnal Pendidikan Dan Kebudayaan, 1(3), 365. https://doi.org/10.24832/jpnk.v1i3.321
Haryati, H., Manurung, B., & Gultom, T. (2017). The effect of learning model on higher order thinking and student science process skills in Ecology. International Journal of Humanities, Social Sciences and Education, 4(10), 150–155. https://doi.org/10.20431/2349-0381.0410018
Hayati, D. P., Bintari, S. H., & Sukaesih, S. (2018). Implementation of the practicum methods with guided-discovery model to the student skill of science process. Journal of Biology Education, 7(1), 118–126. https://doi.org/10.15294/jbe.v7i1.23005
Hermansyah, H., Gunawan, G., Harjono, A., & Adawiyah, R. (2019). Guided inquiry model with virtual labs to improve students ’ understanding on heat concept. Journal of Physics: Conference Series, (1153 012116), 1–5. https://doi.org/10.1088/1742-6596/1153/1/012116
Hidayatulloh, M. (2015). Pengembangan perangkat pembelajaran inkuiri terbimbing berorientasi kurikulum 2013 dengan melatihkan keterampilan proses sains pada materi pengukuran. Jurnal Inovasi Pendidikan Fisika, 04(02), 92–97.
Hussin, A. A. (2018). Education 4.0 made simple?: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92–98.
Iradat, R. D., & Alatas, F. (2017). The implementation of problem-solving based laboratory activities to teach the concept of simple harmonic motion in senior high school. Journal of Physics: Conference Series, 895(1), 1–7. https://doi.org/10.1088/1742-6596/895/1/012014
Istiqomah, R., Prasojo, L. D., & Arifa’I, A. M. (2018). Improving senior high school student’s creativity using discovery learning model in islamic senior high school 1 Jambi city. European Journal of Multidisciplinary Studies, 3(2), 109. https://doi.org/http://dx.doi.org/10.26417/ejms.v7i2.p108-115
Liao, Y., Loures, E. R., Deschamps, F., Brezinski, G., & Venâncio, A. (2018). The impact of the fourth industrial revolution: A cross-country/region comparison. Producao, 28, 1–18. https://doi.org/10.1590/0103-6513.20180061
Maharani, B. Y., & Hardini, A. T. A. (2017). Penerapan model pembelajaran discovery learning berbantuan benda
konkret untuk meningkatkan hasil belajar IPA. E-Jurnal Mitra Pendidikan, 1(5), 549–561. https://doi.org/10.1017/CBO9781107415324.004
Malinda, S., Rohadi, N., & Medriati, R. (2017). Penerapan model discovery learning untuk meningkatkan sikap ilmiah dan hasil belajar kognitif siswa pada konsep usaha dan energi di kelas X MIPA-3 SMAN 10 Bengkulu. Jurnal Pembelajaran Fisika, 1(1), 56–63.
Miftah, M. (2016). Pengembangan perangkat pembelajaran berorientasi metode penemuan terbimbing dalam Pencapaian keterampilan proses sains dan keterampilan berpikir kritis peserta didik MAN 2 model Makassar. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 4(1), 63. https://doi.org/10.22487/j25805924.2016.v4.i1.5505
Mirasi, W., Osodo, J., & Kibirige, I. (2013). Comparing guided discovery and exposition-with-interaction methods in teaching biology in secondary schools. Mediterranean Journal of Social Sciences, 4(14), 81–87. https://doi.org/10.5901/mjss.2013.v4n14p81
Ningsih, A. A. W., Sakti, I., & Rohadi, N. (2018). Penerapan model penemuan terbimbing untuk meningkatkan keterampilan proses sains dan hasil belajar siswa di SMAN 1 Kota Bengkulu. Jurnal Kumparan Fisika, 1(1), 22–29. https://doi.org/10.33369/jkf.1.1.22-29
Nuzulia, N., Adlim, A., & Nurmaliah, C. (2017). Relevansi kurikulum dan keterampilan proses sains terintegrasi mahasiswa kimia, fisika, biologi dan matematika. Jurnal Pendidikan Sains Indonesia, 5(1), 120–126.
Price, C. B., & Price-mohr, R. (2019). PhysLab?: a 3D virtual physics laboratory of simulated experiments for advanced physics learning. Journal of Physics: Conference Series, (54 035006), 1–9.
Putri, R. P., Suyanto, S., & Subali, B. (2016). Hubungan intelegensi dengan kemampuan berpikir divergen keterampilan proses sains siswa sekolah dasar di DIY. Jurnal Pendidikan Biologi, 5(5), 59–70.
Rahayu, N. H., & Admoko, S. (2016). Penerapan model pembelajaran guided discovery untuk melatihkan keterampilan proses sains siswa pada materi fluida statis di kelas X SMA negeri 1 Waru Sidoarjo. Jurnal Inovasi Pendidikan Fisika, 05(01), 132–27.
Ramayanti, S., Utari, S., & Saepuzaman, D. (2017). Training students’ science process skills through didactic design on work and energy. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012110
Ranjan, A. (2017). Effect of virtual laboratory on development of concepts and skills in physics. International Journal of Technical Research & Science, 2(1), 15–21.
Riandari, F., Susanti, R., & Suratmi. (2018). The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter The influence of discovery learning model application to the higher order. Journal of Physics: Conference Series, 1022(012055), 1–8. https://doi.org/doi?:10.1088/1742-6596/1022/1/012055
Rismawati, R., Sinon, I. L. S., Yusuf, I., & Widyaningsih, S. W. (2017). Penerapan model pembelajaran inkuiri terbimbing (guided inquiry) terhadap keterampilan proses sains peserta didik di SMK Negeri 02 Manokwari. Lectura?: Jurnal Pendidikan, 8(1), 12–25.
Ruseffendi. (1998). Statistika dasar untuk penelitian pendidikan. Bandung: IKIP Bandung Press.
Sahhyar, S., & Nasution, F. H. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill ( SPS ) of Students at Senior High School. Journal of Education and Practice, 8(5), 120–126. https://doi.org/10.1088/0067-0049/219/2/34
Sari, P. I., Gunawan, G., & Harjono, A. (2016). Penggunaan discovery learning berbantuan laboratorium virtual pada penguasaan konsep fisika siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(4), 176. https://doi.org/10.29303/jpft.v2i4.310
Setiawan, A. (2017). Pengaruh kemampuan analisis terhadap prestasi belajar matematika ditinjau dari intellegent quotion (IQ). NUMERICAL (Jurnal Matematika Dan Pendidikan Matematika), 1(1), 25–34. https://doi.org/10.25217/numerical.v1i1.120
Siswono, H. (2017). Analisis pengaruh keterampilan proses sains terhadap penguasaan konsep fisika siswa. Momentum: Physics Education Journal, 1(2), 83–90. https://doi.org/10.21067/mpej.v1i2.1967
Susilaningrum, D. F., Santosa, S., & Ariyanto, J. (2017). Studi Komparasi Antara Penerapan Model Learning Cycle 5E dan Discovery Learning terhadap Capaian Keterampilan Proses Sains dan Hasil Belajar Kognitif Pada Siswa Kelas X SMA Negeri 3 Boyolali Comparative Study Between the Application of Learning Cycle 5E a. Proceeding Biology Education Conference, 14(1), 331–339.
Suyanti, R. D., & Purba, D. M. (2017). The implementation of discovery learning model based on lesson study to increase student’s achievement in colloid. AIP Conference Proceedings, 1823, 1–9. https://doi.org/10.1063/1.4978163
Syaifulloh, R. B., & Jatmiko, B. (2014). Penerapan pembelajaran dengan model guided discovery dengan lab virtual PhET untuk meningkatkan hasil belajar siswa kelas XI di SMAN 1 Tuban pada pokok bahasan teori kinetik gas. Jurnal Inovasi Pendidikan Fisika (JIPF), 03(02), 174–179. https://doi.org/https://doi.org/10.1063/1.4978163
Tias, P. A., Istamar, S., & Corebima, A. D. (2015). The contribution of intelligence quotient (IQ) on biology academic achievement of senior high school students in Medan , Indonesia. International Journal of Educational Policy Research and Review, 2(10), 141–147. https://doi.org/http://dx.doi.org/10.15739/IJEPRR.023
Tong-on, A., Saphet, P., & Thepnurat, M. (2017). Simple harmonics motion experiment based on LabView interface for Arduino. Journal of Physics: Conference Series, (901 012114), 1–6.
Wulandari, A., Sa’dijah, C., As’ari, A. R., & Rahardjo, S. (2018). Modified guided discovery model?: A conceptual framework for designing learning model using guided discovery to promote student’s analytical thinking skills. Journal of Physics: Conference Series, 1028 01215, 1–9.
Wulandari, E., Suliyanah, & Rohmawati, L. (2017). Pengembangan lembar kerja siswa (LKS) berbasis inkuiri terbimbing untuk melatihkan keterampilan proses sains pada pokok bahasan hukum Newton di SMA Negeri 1 Driyorejo. Jurnal Inovasi Pendidikan Fisika, 06(03), 258–264.
Zeidan, A. H., & Jayosi, M. R. (2015). Science process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1), 13–24. https://doi.org/10.5430/wje.v5n1p13
Zunita, P. O., Dewi, H., & Giarti, S. (2018). Efektifitas model discovery learning dan guided discovery ditinjau dari ketrampilan pemecahan masalah matematika terhadap hasil belajar kelas 4 Dabin 2 dan 3 Kecamatan Godong-Grobogan. Journal for Lesson and Learning Studies, 1(3), 268–278. https://doi.org/10.23887/jlls.v1i3.15013
Akinbobola, A. O., & Afolabi, F. (2010). Constructivist practices through guided discovery approach: The effect on students’ cognitive achievements in Nigerian senior secondary school physics. Eurasian Journal of Physics and Chemistry Education, 2(1), 16–25.
Al-Fajri, M. H., Alatas, F., & Daryono, Da. (2016). Seminar Nasional Pendidikan IPA-Biologi FITK UIN Syarif Hidayatullah Jakarta, 28 September 2016. In Seminar Nasional Pendidikan IPA-Biologi FITK UIN Syarif Hidayatullah Jakarta, 28 September 2016 (pp. 127–133).
Alatas, F., Pohan, H., & Sulukin Nisa, A. (2018). The Implemention of virtual laboratory Phet guided discovery learning on students achievement: Dynamic electricity topic. Advances in Social Science, Education and Humanities Research, 115(Icems 2017), 61–65. https://doi.org/10.2991/icems-17.2018.13
Andartari, A., Susanti, S., & Andriani, V. (2013). Pengaruh kemampuan intelektual (IQ) dan motivasi belajar terhadap hasil belajar siswa pada mata pelajaran akuntansi pada SMA Labschool Rawamangun. Jurnal Pendidikan Ekonomi Dan Bisnis, 1(1), 1–24.
Astra, I. M., & Wahidah, R. S. (2017). Peningkatan keterampilan proses sains siswa melalui model guided discovery learning kelas XI MIPA pada materi suhu dan kalor. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 181–190. https://doi.org/10.21009/1.03209
Bajpai, M., & Kumar, A. (2015). Effect of virtual laboratory on students’ conceptual achievement in physics. International Journal of Current Research, 7(02), 12808–12813.
Coletta, V. P., & Phillips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172–1182. https://doi.org/10.1119/1.2117109
Dewi, V. P., Doyan, A., & Soeprianto, H. (2017). Pengaruh model penemuan terbimbing terhadap keterampilan proses sains ditinjau dari sikap ilmiah pada pembelajaran IPA. Jurnal Penelitian Pendidikan IPA, 3(1), 60–67. https://doi.org/10.29303/jppipa.v3i1.102
Habibbulloh, M., Jatmiko, B., & Widodo, W. (2017). Pengembangan perangkat pembelajaran model guided discovery berbasis lab virtual untuk mereduksi miskonsepsi siswa SMK topik efek fotolistrik. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 7(1), 27–43.
Hake, R. (1998). Interactive-engagement versus traditional methods?: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Handayani, B. T., Arifuddin, M., & Misbah, M. (2017). Meningkatkan keterampilan proses sains melalui model guided discovery learning. Jurnal Ilmiah Pendidikan Fisika, 1(3), 143–154. https://doi.org/10.20527/jipf.v1i3.1016
Hannasari, R., Harahap, M. B., & Sinulingga, K. (2017). The effect of scientific inquiry learning model and creative thinking skills on student’s science process skills. Journal of Education, 8(21), 48–52. https://doi.org/10.9790/7388-0704035557
Hariyanto, A. (2016). Pengaruh discovery learning berbantuan paket program simulasi Phet terhadap prestasi belajar fisika. Jurnal Pendidikan Dan Kebudayaan, 1(3), 365. https://doi.org/10.24832/jpnk.v1i3.321
Haryati, H., Manurung, B., & Gultom, T. (2017). The effect of learning model on higher order thinking and student science process skills in Ecology. International Journal of Humanities, Social Sciences and Education, 4(10), 150–155. https://doi.org/10.20431/2349-0381.0410018
Hayati, D. P., Bintari, S. H., & Sukaesih, S. (2018). Implementation of the practicum methods with guided-discovery model to the student skill of science process. Journal of Biology Education, 7(1), 118–126. https://doi.org/10.15294/jbe.v7i1.23005
Hermansyah, H., Gunawan, G., Harjono, A., & Adawiyah, R. (2019). Guided inquiry model with virtual labs to improve students ’ understanding on heat concept. Journal of Physics: Conference Series, (1153 012116), 1–5. https://doi.org/10.1088/1742-6596/1153/1/012116
Hidayatulloh, M. (2015). Pengembangan perangkat pembelajaran inkuiri terbimbing berorientasi kurikulum 2013 dengan melatihkan keterampilan proses sains pada materi pengukuran. Jurnal Inovasi Pendidikan Fisika, 04(02), 92–97.
Hussin, A. A. (2018). Education 4.0 made simple?: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92–98.
Iradat, R. D., & Alatas, F. (2017). The implementation of problem-solving based laboratory activities to teach the concept of simple harmonic motion in senior high school. Journal of Physics: Conference Series, 895(1), 1–7. https://doi.org/10.1088/1742-6596/895/1/012014
Istiqomah, R., Prasojo, L. D., & Arifa’I, A. M. (2018). Improving senior high school student’s creativity using discovery learning model in islamic senior high school 1 Jambi city. European Journal of Multidisciplinary Studies, 3(2), 109. https://doi.org/http://dx.doi.org/10.26417/ejms.v7i2.p108-115
Liao, Y., Loures, E. R., Deschamps, F., Brezinski, G., & Venâncio, A. (2018). The impact of the fourth industrial revolution: A cross-country/region comparison. Producao, 28, 1–18. https://doi.org/10.1590/0103-6513.20180061
Maharani, B. Y., & Hardini, A. T. A. (2017). Penerapan model pembelajaran discovery learning berbantuan benda
konkret untuk meningkatkan hasil belajar IPA. E-Jurnal Mitra Pendidikan, 1(5), 549–561. https://doi.org/10.1017/CBO9781107415324.004
Malinda, S., Rohadi, N., & Medriati, R. (2017). Penerapan model discovery learning untuk meningkatkan sikap ilmiah dan hasil belajar kognitif siswa pada konsep usaha dan energi di kelas X MIPA-3 SMAN 10 Bengkulu. Jurnal Pembelajaran Fisika, 1(1), 56–63.
Miftah, M. (2016). Pengembangan perangkat pembelajaran berorientasi metode penemuan terbimbing dalam Pencapaian keterampilan proses sains dan keterampilan berpikir kritis peserta didik MAN 2 model Makassar. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 4(1), 63. https://doi.org/10.22487/j25805924.2016.v4.i1.5505
Mirasi, W., Osodo, J., & Kibirige, I. (2013). Comparing guided discovery and exposition-with-interaction methods in teaching biology in secondary schools. Mediterranean Journal of Social Sciences, 4(14), 81–87. https://doi.org/10.5901/mjss.2013.v4n14p81
Ningsih, A. A. W., Sakti, I., & Rohadi, N. (2018). Penerapan model penemuan terbimbing untuk meningkatkan keterampilan proses sains dan hasil belajar siswa di SMAN 1 Kota Bengkulu. Jurnal Kumparan Fisika, 1(1), 22–29. https://doi.org/10.33369/jkf.1.1.22-29
Nuzulia, N., Adlim, A., & Nurmaliah, C. (2017). Relevansi kurikulum dan keterampilan proses sains terintegrasi mahasiswa kimia, fisika, biologi dan matematika. Jurnal Pendidikan Sains Indonesia, 5(1), 120–126.
Price, C. B., & Price-mohr, R. (2019). PhysLab?: a 3D virtual physics laboratory of simulated experiments for advanced physics learning. Journal of Physics: Conference Series, (54 035006), 1–9.
Putri, R. P., Suyanto, S., & Subali, B. (2016). Hubungan intelegensi dengan kemampuan berpikir divergen keterampilan proses sains siswa sekolah dasar di DIY. Jurnal Pendidikan Biologi, 5(5), 59–70.
Rahayu, N. H., & Admoko, S. (2016). Penerapan model pembelajaran guided discovery untuk melatihkan keterampilan proses sains siswa pada materi fluida statis di kelas X SMA negeri 1 Waru Sidoarjo. Jurnal Inovasi Pendidikan Fisika, 05(01), 132–27.
Ramayanti, S., Utari, S., & Saepuzaman, D. (2017). Training students’ science process skills through didactic design on work and energy. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012110
Ranjan, A. (2017). Effect of virtual laboratory on development of concepts and skills in physics. International Journal of Technical Research & Science, 2(1), 15–21.
Riandari, F., Susanti, R., & Suratmi. (2018). The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter The influence of discovery learning model application to the higher order. Journal of Physics: Conference Series, 1022(012055), 1–8. https://doi.org/doi?:10.1088/1742-6596/1022/1/012055
Rismawati, R., Sinon, I. L. S., Yusuf, I., & Widyaningsih, S. W. (2017). Penerapan model pembelajaran inkuiri terbimbing (guided inquiry) terhadap keterampilan proses sains peserta didik di SMK Negeri 02 Manokwari. Lectura?: Jurnal Pendidikan, 8(1), 12–25.
Ruseffendi. (1998). Statistika dasar untuk penelitian pendidikan. Bandung: IKIP Bandung Press.
Sahhyar, S., & Nasution, F. H. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill ( SPS ) of Students at Senior High School. Journal of Education and Practice, 8(5), 120–126. https://doi.org/10.1088/0067-0049/219/2/34
Sari, P. I., Gunawan, G., & Harjono, A. (2016). Penggunaan discovery learning berbantuan laboratorium virtual pada penguasaan konsep fisika siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(4), 176. https://doi.org/10.29303/jpft.v2i4.310
Setiawan, A. (2017). Pengaruh kemampuan analisis terhadap prestasi belajar matematika ditinjau dari intellegent quotion (IQ). NUMERICAL (Jurnal Matematika Dan Pendidikan Matematika), 1(1), 25–34. https://doi.org/10.25217/numerical.v1i1.120
Siswono, H. (2017). Analisis pengaruh keterampilan proses sains terhadap penguasaan konsep fisika siswa. Momentum: Physics Education Journal, 1(2), 83–90. https://doi.org/10.21067/mpej.v1i2.1967
Susilaningrum, D. F., Santosa, S., & Ariyanto, J. (2017). Studi Komparasi Antara Penerapan Model Learning Cycle 5E dan Discovery Learning terhadap Capaian Keterampilan Proses Sains dan Hasil Belajar Kognitif Pada Siswa Kelas X SMA Negeri 3 Boyolali Comparative Study Between the Application of Learning Cycle 5E a. Proceeding Biology Education Conference, 14(1), 331–339.
Suyanti, R. D., & Purba, D. M. (2017). The implementation of discovery learning model based on lesson study to increase student’s achievement in colloid. AIP Conference Proceedings, 1823, 1–9. https://doi.org/10.1063/1.4978163
Syaifulloh, R. B., & Jatmiko, B. (2014). Penerapan pembelajaran dengan model guided discovery dengan lab virtual PhET untuk meningkatkan hasil belajar siswa kelas XI di SMAN 1 Tuban pada pokok bahasan teori kinetik gas. Jurnal Inovasi Pendidikan Fisika (JIPF), 03(02), 174–179. https://doi.org/https://doi.org/10.1063/1.4978163
Tias, P. A., Istamar, S., & Corebima, A. D. (2015). The contribution of intelligence quotient (IQ) on biology academic achievement of senior high school students in Medan , Indonesia. International Journal of Educational Policy Research and Review, 2(10), 141–147. https://doi.org/http://dx.doi.org/10.15739/IJEPRR.023
Tong-on, A., Saphet, P., & Thepnurat, M. (2017). Simple harmonics motion experiment based on LabView interface for Arduino. Journal of Physics: Conference Series, (901 012114), 1–6.
Wulandari, A., Sa’dijah, C., As’ari, A. R., & Rahardjo, S. (2018). Modified guided discovery model?: A conceptual framework for designing learning model using guided discovery to promote student’s analytical thinking skills. Journal of Physics: Conference Series, 1028 01215, 1–9.
Wulandari, E., Suliyanah, & Rohmawati, L. (2017). Pengembangan lembar kerja siswa (LKS) berbasis inkuiri terbimbing untuk melatihkan keterampilan proses sains pada pokok bahasan hukum Newton di SMA Negeri 1 Driyorejo. Jurnal Inovasi Pendidikan Fisika, 06(03), 258–264.
Zeidan, A. H., & Jayosi, M. R. (2015). Science process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1), 13–24. https://doi.org/10.5430/wje.v5n1p13
Zunita, P. O., Dewi, H., & Giarti, S. (2018). Efektifitas model discovery learning dan guided discovery ditinjau dari ketrampilan pemecahan masalah matematika terhadap hasil belajar kelas 4 Dabin 2 dan 3 Kecamatan Godong-Grobogan. Journal for Lesson and Learning Studies, 1(3), 268–278. https://doi.org/10.23887/jlls.v1i3.15013
Published
2019-11-15
How to Cite
ALATAS, Fathiah; SAKINA, Willa Hikma.
Guided discovery berbantuan virtual lab untuk meningkatkan keterampilan proses sains dan sikap ilmiah.
JIPVA (Jurnal Pendidikan IPA Veteran), [S.l.], v. 3, n. 2, p. 138-148, nov. 2019.
ISSN 2598-0904.
Available at: <https://www.e-journal.ivet.ac.id/index.php/jipva/article/view/864>. Date accessed: 07 july 2025.
doi: https://doi.org/10.31331/jipva.v3i2.864.
Section
Article
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JIPVA (Jurnal Pendidikan IPA Veteran) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
