Article Per Year (5 Year)
p-Index From 2019 - 2024
3.16
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education JURNAL PENDIDIKAN MIPA JPPIPA (Jurnal Penelitian Pendidikan IPA) BERNAS: Jurnal Pengabdian Kepada Masyarakat PENSA E-JURNAL: PENDIDIKAN SAINS
Susiyawati, Enny
Jurusan IPA, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Dentistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Jurnal Penelitian Pendidikan IPA (JPPIPA)

 1 
The Contribution of the Inquiry Learning Model to Student Scientific Argumentation Skills on Fluid Tutut Nurita; An Nuril Maulida Fauziah; Muhamad Arif Mahdiannur; Enny Susiyawati
Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.4012

Abstract

The inquiry learning model is a model that facilitates the construction of students' scientific knowledge which can also improve students' argumentation skills. According to several research results, inquiry-based learning has proven to be effective in improving scientific argumentation skills because in the learning process students are directed in investigative activities to find scientific evidence as a basis for scientific argumentation. By considering the student learning process, the aim of this research is to describe whether the use of three types of inquiry learning models can teach fluid material and influence the student learning process, one of which is students' argumentation abilities. This research method uses mixed method triangulation. The instruments used were interview questionnaires and argumentation tests. The data obtained was then analyzed using simple statistical tests and N-gain scores. Interview data was analyzed to find out clarification of students' answers. The research results of the inquiry learning model were successful in developing argumentation skills, namely the n-gain score resulted in the use of the structured inquiry learning model gaining 0.88, the guided inquiry learning model 0.84 and the open inquiry learning model 0.74.
The Contribution of the Inquiry Learning Model to Student Scientific Argumentation Skills on Fluid Tutut Nurita; An Nuril Maulida Fauziah; Muhamad Arif Mahdiannur; Enny Susiyawati
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.4012

Abstract

The inquiry learning model is a model that facilitates the construction of students' scientific knowledge which can also improve students' argumentation skills. According to several research results, inquiry-based learning has proven to be effective in improving scientific argumentation skills because in the learning process students are directed in investigative activities to find scientific evidence as a basis for scientific argumentation. By considering the student learning process, the aim of this research is to describe whether the use of three types of inquiry learning models can teach fluid material and influence the student learning process, one of which is students' argumentation abilities. This research method uses mixed method triangulation. The instruments used were interview questionnaires and argumentation tests. The data obtained was then analyzed using simple statistical tests and N-gain scores. Interview data was analyzed to find out clarification of students' answers. The research results of the inquiry learning model were successful in developing argumentation skills, namely the n-gain score resulted in the use of the structured inquiry learning model gaining 0.88, the guided inquiry learning model 0.84 and the open inquiry learning model 0.74.
Co-Authors Afifah Naura Salamah Ahmad Qosyim Aini Habibah Amelia Nur Safitri An Nuril Maulida Fauziah Angelia Kartika Cahyasari Anisa, Lafilatul Budiyanto, Mohammad Choliva Meilinda Dea Damar Wahyu Pradana Dhita Ayu Permata Sari Dyah Puspita Ningrum Enni Nurjannah Erman Erman Fidia Amalia Fira Amalia Qonita Firdaus Hening Mahardika Jati Lafilatul Anisa Larasati, Respati Ayu Nikmah M Budiyanto Martini Martini Martini Martini Martini, Martini Mohammad Budiyanto Mohammad Budiyanto Muhamad Arif Mahdiannur Pradana, Dea Damar Wahyu Respati Ayu Nikmah Larasati Roihanna Waliyyul Mursyidah Rosdiana, Laily Sulis Idillah Ulfa TUTUT NURITA Ulfa, Sulis Idillah