Electronic Theses and Dissertation

Rendahnya keterampilan proses sains siswa (KPS) dalam proses pembelajaran pada materi Fisika menjadi salah satu masalah yang menjadi tantangan bagi guru. Penelitian ini bertujuan mengetahui pengaruh model Inkuiri Terbimbing terhadap keterampilan proses sains (KPS) dan hasil belajar siswa pada materi Fisika. Menggunakan desain kuasi eksperimen Non equivalent control group design, dua kelas VIII di SMP Negeri 2 Kuta Baro dipilih secara purposif. KPS diukur melalui observasi, dan hasil belajar melalui tes pilihan ganda. Hasil menunjukkan rata-rata KPS siswa pada kelas Inkuiri Terbimbing = 75,95 dan Inkuiri = 70,31, dengan perbedaan signifikan. Nilai Cohen’s d = 0,931 menunjukkan pengaruh sangat kuat terhadap KPS. Rata-rata N-Gain hasil belajar = 75,97% (Inkuiri Terbimbing) dan 68,59% (Inkuiri), dengan effect size d = 0,609 (kategori sedang). Disimpulkan bahwa model Inkuiri Terbimbing berpengaruh signifikan terhadap KPS dan hasil belajar. Temuan ini menegaskan pentingnya peran guru dalam membimbing proses pembelajaran.

The low level of students’ science process skills (SPS) in physics learning remains a significant challenge for teachers. This study aims to examine the effect of the Guided Inquiry model on students’ science process skills (SPS) and learning outcomes in Physics. Using a quasi-experimental Nonequivalent control group design, two eighth-grade classes at SMP Negeri 2 Kuta Baro were purposively selected. SPS was measured through observation, while learning outcomes were assessed using multiple-choice tests. The results showed that the average SPS score of students in the Guided Inquiry class was 75.95, compared to 70.31 in the Inquiry class, with a statistically significant difference. A Cohen’s d value of 0.931 indicates a very strong effect on SPS. The average N-Gain of learning outcomes was 75.97% (Guided Inquiry) and 68.59% (Inquiry), with an effect size of d = 0.609 (moderate category). It can be concluded that the Guided Inquiry model has a significant effect on both SPS and learning outcomes. These findings highlight the essential role of the teacher in guiding the learning process.