The Application Group Investigation (GI) Learning Model assisted Phet to Facilitate Student Scientific Work Skills

Year 2019, Volume: 4 Issue: 2, 254 - 261, 01.04.2019

Yhona Arinda İnsih Wilujeng Heru Kuswanto

https://doi.org/10.24331/ijere.518069

Cited By: 3

Abstract

The study aims to measure the skills of scientific work of students using group investigation model with Phet. This research is a quasi-experimental or quasi-experimental research. Quasi-experimental research is also the development of the true experiment. The research design used is non-equivalent control group design. The researcher was unable to control external variables that influenced the results in this quasi-experimental study. The research design used is non-equivalent control group design. The researcher was unable to control external variables that influenced the results in this quasi-experimental study. The population in this study were all students of X MIA-3 and X MIA-4 on 2nd semester at SMA Negeri 1 Banguntapan in academic year of 2017/2018. Sample selection is by cluster random sampling technique with two classes, where the modeling class is MIA X-3 and X and implementing class is X MIA-4. The results showed that the skills of the scientific work of students who use the model of Cooperative Learning Group Type Group Investigation with Phet in modeling class or implementing class have the same results with good category that are 80.01% and 77.3%. This suggests that learning to use the model of Group Investigation (GI) with Phet make scientific work skills of learners in the Good category.

Keywords

Learning Model, Group Investigation, Phet, Scientific Working Skills

References

• Adam, M., Agus, S., Andi, S., & Anna, P. (2017). Enhancing pre-service physics teachers’ creative thinking skills through hot lab design. American Institute Of Physics. https://dx.doi.org/10.1063/1.4995177 Ahmed, R. (2004). Active teaching and its influence on students’ academic achievement: The case of grade three. Addis Ababa University. Atkins, M, & Brown, G. (1988). Effective teaching in higher education. Methuen & Co.Ltd. Druxes & Herbar. (1986). Kompedium Didaktik Fisika (terjemahan). Bandung: CV. Remaja Karja. Eggen, P., & Kauchak, D. (2011). Strategies and models for teachers: Teaching content and thinking skills. British Columbia: Pearson Higher Ed. Gidena, A., Gebeyehu, D. (2017). The effectiveness of advance organizer model on students’ academic achievement in learning work and energy. Interanational Journal of Science Education, 39 (16), 2226-2242. https://dx.doi.org/10.1080/09500693.2017.1369600 Handayani, S. Parinduri. (2017). The effect of cooperative learning model type group ınvestigation for student’s conceptual knowledge and science process skills. IOSR Journal of Research & Method in Education (IOSR-JRME),8(17),150-155. Doi: 10.9790/7388-0704034954. Hockicko, dkk. (2015). Development of students' conceptual thinking by means of video analysis and ınteractive simulations at technical universities. European Journal of Engineering Education, v40 n2 p145-166. Investigation, A. P. G. (2005). Model Pembelajaran Kooperatif Tipe Gi Group Investigation ), 1–7. K. Perkins, W. Adams, M. Dubson, N. Finkelstein, S. Reid, & C. Wieman. (2006). Phet: Interactive simulations for Teaching and Learning Physics. The Physics Teacher,44,18-23. KeMenkoPMK. (2015). Indonesia Peringkat ke-57 EDI dari 115 Negara Tahun 2014. (Online). (https://www.kemenkopmk.go.id/artikel/indonesiaperingkat-ke-57-edi-dari-115-negara-tahun-2014). Kholina, N. (2013). Penerapan Investigasi Kelompok Bebantan Multimedia Materi Identifikasi Bakteri. Unnes Journal of Biology Education, 2 (1),26-33. Kohl, P. B., & Finkelstein, N. D. (2006). Effect of ınstructional environtment on physics students’ representational skills. Physical Review Special Topics – Physics Education Research 2(1). Doi: 10.1103/PhysRevSTPER.2.010102 Lie, A.(2002). Cooperative learning. Grasindo: Jakarta Permendiknas No.23 Tahun (2006). Standar Kompetensi Lulusan Untuk Satuan Pendidikan Dasar dan Menegah. Jakarta: Menteri Pendidikan Nasional. Payne,E. & Whittaker, L. (2000). Developing essential study skills. Pearson Education,Prentice-Hall, England. Rukmana, Y. D. (2014). Peningkatan Keterampilan Proses Melalui Penerapan Keterampilan Bertanya Pada Pembelajaran IPA Berpusat Pada Siswa Bagi Siswa Kelas V SD Negeri Turi 3 Kecamatan Turi Kabupaten Sleman. Skripsi. Sleman: Universitas Negeri Yogyakarta. Sanjaya, W. (2006). Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi. Bandung: Kencana. Sharan, Y. & Sharan, S. (1992). Expanding cooperative learning through group investigation. New York: Teachers College Press. Siswandi. (2015). Peningkatan Pemahaman Konsep Kalor dengan Metode Group investigation. Jurnal Praktik Penelitian Tindakan Kelas Pendidikan Dasar dan Menengah, 5( 3). Widiyowati, Iis I., dkk. 2013. The implementation analysis of sels assessment to assess the student of xı senior high school performance in chemistry equilibrium practicum. Jurnal Ilmiah. Universitas Mulawarman. ISBN: 978-602-19421-0-9. Wulandari, dkk. (2014). Penerapan Pembelajaran Berbasis Praktikum Untuk Meningkatkan Keterampilan Proses Sains dan Penguasaan Konsep Siswa Kelas XI IPA 1 di SMA Muhammdiyah 1 Malang. Jurnal Ilmiah. Malang: Universitas Negeri Malang