Email this article 
PEMBELAJARAN INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA
Abstract
Pembelajaran berbasis inkuiri telah terbukti sebagai jenis pembelajaran yang efektif meskipun penyesuaian masih diperlukan misalnya dengan penggunaan thinking maps sebagai alat pendukung pembelajaran. Tujuan penelitian ini adalah mengembangkan model pembelajaran berbasis inkuiri dengan thinking maps pada pem-belajaran fisika. Model pembelajaran berbasis inkuiri dengan thinking maps dikembangkan dengan model 4D. Penelitian dilaksanakan di tiga SMA di Kota Malang-Jawa Timur. Siswa dibagi menjadi tiga kelas eksperimen dan kontrol. Instrumen yang digunakan adalah tes tertulis dan panduan wawancara. Hasil menunjukkan bahwa siswa yang memperoleh pembelajaran inkuiri dengan thinking maps memperoleh nilai tes yang lebih baik di-bandingkan dengan kelas kontrol. Selain itu, analisis jawaban siswa menunjukkan bahwa siswa memiliki ke-mampuan berpikir tingkat tinggi yang lebih baik dibandingkan dengan siswa di kelas kontrol. Oleh karena itu, pembelajaran inkuri dengan thinking maps efektif untuk digunakan dalam pembelajaran fisika.
ABSTRACT
Inquiry-based learning has been proven to be one of the effective types of learning although adjustment is still needed, for example by using thinking maps as supplementary learning tool. The purpose of this research was to develop inquiry-based learning model with thinking maps for physics learning. Inquiry-based learning mo-del with thinking maps was developed with 4D model. Research was conducted at three high schools in Malang-East Java. Students were divided into three experimental and control classes. Instruments used were written test and interview guideline. Results showed that students who received inquiry learning with thinking maps achieved better test score than control classes. In addition, students’ answer analysis showed that they al-so have better higher-order thinking skills than students in the control class. Therefore, inquiry-based learning with thinking maps was found to be effective to use in physics learning.
How to cite: Yuliati, L., Kusairi, S., & Munfaridah, N. (2016). Pembelajaran Berbasis Inkuiri dengan Thinking Maps Pada Pembelajaran Fisika, Jurnal Pengajaran MIPA, 21(2), 142-147.
Keywords
Full Text:
PDFReferences
Abi-El-Mona, I. & Adb-El-Khalick, F. (2008). The Influence of Mind Mapping on Eighth Graders' Science Achievement, School Science and Mathematics, 108(7), 298-312.
Adodo, S.O. (2013). Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology, Mediterranean Journal of Social Sciences, 4(6), 163-172.
Avsec, S & Kocijancic, S. (2014). Effectiveness of Inquiry-Based Learning: How do Middle School Students Learn to Maxi-mise the Efficacy of a Water Turbine?, International Journal of Engineering Education, 30(6A), 1436–1449.
Bayram, Z., Oskay, O.O., Erdem, E., Ozgur, S.D., & Sen, S. (2013). Effect of inquiry based learning method on students’ motivation, Procedia Social and Behavioral Sciences, 106(2013), 988-996.
Buzan, T. (1974). Using Both Sides of the Brain. New York: Dutton.
Buzan, T. (1995). The Mind Map Book, Second Edition. London: BBC Books.
Edelson, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design, The Journal of The Learning Sciences, 8(3-4), 391-450.
Eppler, M.J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as comp-lementary tools for knowledge cons-truction and sharing, Information Visuali-zation, 5, 202 –210.
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science Li-teracy Skills and Confidence, Interna-tional Journal for the Scholarship of Teaching and Learning, 3(2), 1-22.
Hyerle, D. (1995). Thinking Maps: Tools for Learning. Raleigh, NC: Innovative Sci-ence, Inc.
Hyerle, D. (1996). Thinking Maps: Seeing Is Understanding, Educational Leadership, 53(4), 85-89.
Hyerle, D. (2008). Thinking Maps: A visual Language for Learning. Dalam Okada, A., Shum, S.B., & Sherborne, T. (ed.) Know-ledge Cartography: Advanced Information and Knowledge Processing. London: Spri-nger.
Hussain, A., Azeem, M., & Shakoor, A. (2011). Physics Teaching Methods: Scientific Inquiry Vs Traditional Lecture, Interna-tional Journal of Humanities and Social Science, 1(19), 269-276.
Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psycholo-gist, 41(2), 75-86.
Long, D.J., & Carlson, D. (2011). Mind the Map: How Thinking Maps Affect Student Achievement, Networks: An Online Jour-nal for Teacher Research, 13, Issue 2, 1-7.
Martinez, G., Perez, A.L., Suero, M.I., & Pardo, P.J. (2013). The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experi-mental Comparison of the Amount of Learning Achieved With and Without Concept Maps, Journal of Science Edu-cation Technology, 22, 204-214.
Mashal, M., & Kasirer, A. (2011).Thinking maps enhance metaphoric competence in child-ren with autism and learning disabilities, Research in Developmental Disabilities, 32, 2045–2054.
Matthew, B. M, & Kenneth, I.O. (2013). A Study on the Effects of Guided Inquiry Teaching Method on Students Achievement In Lo-gic, International Researchers, 2, 135-140.
Minner, D.D., Levy, A.J., & Century, J. (2010). Inquiry-Based Science Instruction—What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002, Journal of Research In Science Teaching , 47(4), 474-496.
Novak, J.D. (1980). Learning theory applied to the biology classroom, The American Biology Teacher 1980, 42, 280–285.
Novak, J.D. & Gowin, D.B. (1984). Learning How to Learn. Cambridge: Cambridge University Press.
Simsek, P., & Kabapmar, F. (2010). The Effect of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes, Procedia Social and Behavioral Sciences, 2(2010), 1190-1194.
Suduc, A., Bizoi, M., & Gorghiu, G. (2015). In-quiry Based Science Learning in Primary Education, Procedia - Social and Behav-ioral Sciences, 205 ( 2015 ), 474 – 479.
Tekkaya, C. (2010). Remediating High School Students' Misconceptions Concerning Dif-fusion and Osmosis through Concept Mapping and Conceptual Change Text, Research in Science & Technological Education, 21(1), 5-16.
Thacker, B., Kim, E., & Trefz, K. (1994). Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics course, American Journal of Physics, 62(7), 627-633.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Expectional Child-ren. Minneapolis, Minnesota: Leadership Training Institute/Special Education- Uni-versity of Minnesota.
Uzuntiryaki, E., & Geban, O. (2005). Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts, Instructional Science, 33, 311–339.
Wu, H., Hsieh, C. (2006). Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry-based Learning Environments, International Journal of Science Education, 28(11), 1289-1313.
Wolf, S.J., & Fraser, B.J. (2008). Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activi-ties, Research in Science Education, 38, 321-341.
DOI: https://doi.org/10.18269/jpmipa.v21i2.44268
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Pengajaran MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JPMIPA http://ejournal.upi.edu/index.php/jpmipa/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching
All rights reserverd. pISSN 1412-0917 eISSN 2443-3616
Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)
View JPMIPA Stats