Improvement of science process skills and students cognitive learning outcomes through implementation of guided inquiry learning model on biology subject

• Published in: AIP conference proceedings Vol. 2330; no. 1
• Main Authors: Widianti, Firda, Ibrohim, Tenzer, Amy
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 02.03.2021
• Subjects: Classrooms; Correlation coefficients; Inquiry method; Learning; Meetings; Science; Skills; Students
• ISSN: 0094-243X; 1935-0465; 1551-7616; 1551-7616
• DOI: 10.1063/5.0043410

The aim of this research is to improve science process skills and students cognitive learning outcomes, also to find out the correlations between these variables. The research method is Classroom Action Research (CAR) based on Lesson Study (LS) in applying guided inquiry learning models. This research uses a correlational descriptive approach—the data of science process skills and students cognitive learning outcomes collected using written test instruments. Learning implementation data is obtained based on observation. CAR-LS is conducted in two cycles. Classroom Action Research consists of four stages are planning, implementing, observing, and reflecting. In one cycle of each meeting is carried out by applying stages of Lesson Study that are plan, do, and see. Cycle I was carried out on Human Digestive Systems in eight meetings. Cycle II was carried out on Human Respiratory Systems in six meetings. The subject of this research are students of Grade 11th in Science Major SMAN 4 Malang at 2nd Academic Year 2019/2020 of about 32 students consist of 20 female students and 14 male students. The results showed that N-gain of science process skills increased from 0.6418 in cycle I to 0.8941 in cycle II. N-gain cognitive learning outcomes increased from 0.6491 in cycle I to 0.8199 in cycle II. The value of correlation coefficient (r) between science process skills and cognitive learning outcomes is 0.529. The conclusion from the results is the implementation of guided inquiry learning models can improve science process skills and students cognitive learning outcomes. In addition, there is a correlation between science process skills and cognitive learning outcomes with a moderate level of correlation.