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<![CDATA[PENGARUH PEMBELAJARAN INKUIRI TERHADAP LEVEL BERPIKIR SISWA SMA ]]>
<![CDATA[Nur Indah Ririn Fitriani Nasir]]>;
<![CDATA[Insar Damopolii]]>;
<![CDATA[Jan Hendriek Nunaki]]>
<![CDATA[ Bioilmi: Jurnal Pendidikan Vol 6 No 2 (2020): Bioilmi: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/bioilmi.v6i2.6948
<![CDATA[The present research aimed to determine the impact of inquiry-based learning (IBL) models towards students' thinking levels. The sample used in this research was 66 students. Measurement student level of thinking used the SOLO taxonomy rubric consisting of five levels: pre-structural (first level), uni-structural (second level), multi-structural (third level), relational (fourth level), and extended abstract (fifth level). Data analyzed was using the Mann Whitney. The result of our research showed that P < 0.05. It can be concluded that there is an impact of IBL on the student's level of thinking. The research recommendation is improving students' thinking levels; teachers can use IBL as innovative learning.]]>
<![CDATA[INQUENCING-BASED LEARNING POTENTIAL TO PRACTICE METACOGNITIVE SKILLS ]]>
<![CDATA[Andik Andriyanto]]>;
<![CDATA[Jan Hendriek Nunaki]]>;
<![CDATA[Insar Damopolii]]>
<![CDATA[ Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 12, No 1 (2021): APRIL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/paedagoria.v12i1.3890
<![CDATA[Abstrak: Tujuan penelitian ini adalah mengkaji potensi PBI untuk melatih keterampilan metakognitif siswa SMA. Sebanyak 63 siswa SMA menjadi sample dalam penelitian eksperimen ini. 30 siswa berada pada kelas eksperimen. 33 siswa berada di kelas control. Siswa diukur metakognitifnya menggunakan tes uraian berjumlah sembilan item. Data perbedaan metakognitif siswa dihitung menggunakan Mann-Whitney tes. Hasil analisis diperoleh bahwa metakognitif siswa di awal ada sama (sig. > 0.05). Hasil analisis metakognitif akhir mengungkap bahwa metakognitif siswa kelas eksperimen dan control adalah berbeda (sig.<0.05). Penelitian ini menyimpulkan bahwa perbedaan keterampilan metakognitif siswa disebabkan oleh perbedaan pembelajaran yang digunakan. Siswa terlatih lebih baik metakognitifnya dengan pembelajaran inkuiri dibanding siswa di bukan pembelajaran inkuiri. Riset ini merekomendasikan bahwa guru dapat menggunakan pembelajaran inkuiri untuk memperbaiki keterampilan metakognitif siswanya.Abstract: The aimed of this article was to explore the potential of IBL to train high school students' metacognitive skills. A total of 63 high school students were sampled in this experimental study. Thirty students were in the experimental group, and thirty-three students were in the control group. Students were measured metacognitive using an essay test totaling nine items. Data on students' metacognitive differences were calculated using the Mann-Whitney assess. The finding of the analysis showed that the students' metacognitive values at the beginning were equal (sig.>0.05). The final metacognitive analysis results revealed that the students metacognitive of the experimental and control classes were different (sig.<0.05). This study concluded that differences in students' metacognitive skills were caused by differences in the learning used. Students with trained inquiry learning have better metacognitive skills than students in non-inquiry learning. This research recommends that teachers use inquiry learning to improve their students' metacognitive skills.]]>
<![CDATA[The inquiry-based student book integrated with local resources: The impact on student science process skill ]]>
<![CDATA[Nuryanti Rumalolas]]>;
<![CDATA[Meilin S. Y. Rosely]]>;
<![CDATA[Jan Hendriek Nunaki]]>;
<![CDATA[Insar Damopolii]]>;
<![CDATA[Novri Y. Kandowangko]]>
<![CDATA[ Journal of Research in Instructional Vol. 1 No. 2 (2021): Journal of Research in Instructional ]]>
Publisher : <![CDATA[Univeritas Papua ]]>
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DOI: 10.30862/jri.v1i2.17
<![CDATA[Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.]]>
<![CDATA[Potential of Inquiry-Based Learning to Train Student's Metacognitive and Science Process Skill ]]>
<![CDATA[Insar Damopolii]]>;
<![CDATA[Umar Keley]]>;
<![CDATA[Devi Tutut Rianjani]]>;
<![CDATA[Jan Hendriek Nunaki]]>;
<![CDATA[Elya Nusantari]]>;
<![CDATA[Novri Youla Kandowangko]]>
<![CDATA[ Jurnal Ilmiah Peuradeun Vol 8 No 1 (2020): Jurnal Ilmiah Peuradeun ]]>
Publisher : <![CDATA[SCAD Independent ]]>
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DOI: 10.26811/peuradeun.v8i1.351
<![CDATA[The learning process in high schools in West Papua tends to focus on students’ cognitive enhancement and ignore the aspect skill. School is the frontline to develop students’ skills. Metacognitive and process skills are the two skills needed by the students, and both should be trained and developed. These two skills help students to implement an investigation process in which the investigation process can be well utilized using inquiry-based learning. This study aims to find out the differences in metacognitive and process skills between students treated with inquiry-based learning and those who are taught using conventional learning. This experimental study was carried out at Grade X of senior high school students of SMA Negeri 1 Manokwari. The result reveals a significant metacognitive skill of 0.000 < α 0.05, and science process skill of 0.001 < α 0.05 of students who were taught using the inquiry-based learning more than those who were taught using the conventional learning. It can be concluded that there is a significant improvement in students’ metacognitive and process skills for those who are taught using inquiry-based learning compared to those who are taught using conventional learning. Therefore, inquiry-based learning has the potential to appropriately train students’ metacognitive and science process skill.]]>
<![CDATA[Student perceptions of online biology learning during the COVID-19 pandemic ]]>
<![CDATA[Novela Ivany Musyeri]]>;
<![CDATA[Idola Dian Yoku Nebore]]>;
<![CDATA[Jan Hendriek Nunaki]]>
<![CDATA[ Inornatus: Biology Education Journal Vol 2, No 1 (2022): Inornatus: Biology Education Journal ]]>
Publisher : <![CDATA[Univeritas Papua ]]>
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DOI: 10.30862/inornatus.v2i1.268
<![CDATA[This study aims to determine students' perceptions of the online biology learning process in class X IPA 1 SMA Negeri 1 Manokwari. This type of research uses a survey method. This study's data collection techniques used a questionnaire instrument and data analysis techniques using percentages. The population in this study amounted to 35 students of class X IPA 1 SMA Negeri 1 Manokwari by using the saturated sampling technique so that the determination of the number of samples is that all members of the population are sampled. Based on overall learning outcomes with an average indicator value of 64.43%, it was concluded that students' perceptions of the online biology learning process in class X IPA 1 SMA Negeri 1 Manokwari were in the passable category.]]>
<![CDATA[Encouraging students' metacognitive skills through inquiry learning ]]>
<![CDATA[Galih Dimas Pambudi]]>;
<![CDATA[Fitri Winangsih]]>;
<![CDATA[Jan Hendriek Nunaki]]>;
<![CDATA[Elya Nusantari]]>;
<![CDATA[Insar Damopolii]]>
<![CDATA[ Inornatus: Biology Education Journal Vol 2, No 1 (2022): Inornatus: Biology Education Journal ]]>
Publisher : <![CDATA[Univeritas Papua ]]>
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DOI: 10.30862/inornatus.v2i1.272
<![CDATA[This study's purpose of find the inquiry-based learning effect on the metacognitive skills of high school students. This study uses a quasi-experimental method with a pre-test and post-test design. The sample size is 65 science students at a high school in Manokwari. Data analysis using the Mann Whitney test. The results showed Sig 0.00 <0.05, which means differences in metacognitive skills in the experimental and control groups. It can be concluded that there is an effect of inquiry-based learning on students' metacognitive skills.]]>
<![CDATA[The Validity and Students Response toward Coordination System Teaching Material Oriented Guided Inquiry ]]>
<![CDATA[Jan Hendriek Nunaki]]>;
<![CDATA[Yelsi Patiung]]>;
<![CDATA[Novri Youla Kandowangko]]>;
<![CDATA[Elya Nusantari]]>;
<![CDATA[Insar Damopolii]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v9i1.2884
<![CDATA[Learning in the 21st-century class expects teachers to apply learning that invites students to conduct investigations. Guided inquiry learning is an example of learning that can train students' investigative abilities. This study aimed to analyze the validity and response of students on the used of coordination system teaching materials oriented guided inquiry. This research was part of research and development research that adapts the 4D model. The research subjects were 17 students of XI Grade SMA YPK Oikoumene Manokwari. Three experts and three practitioners were used for the validation process and a focus group discussion (FGD). Validation results showed that the coordination system teaching material oriented guided inquiry was valid and can be used for testing in the classroom. The response of students in the small group trial showed that learning could improve their motivation, comprehension, skill and interested in biology teaching. Their response is excellent. It can be concluded that the coordination system for teaching material oriented guided inquiry can be using for the next stage of testing to see its effectiveness. The effectiveness of learning in the next trial will be carried out in the future.]]>
<![CDATA[The use of teams games tournament learning to increase students' learning outcomes in classification of living things ]]>
<![CDATA[Fajriani Rahmah]]>;
<![CDATA[Silvia Hanna Kusuma Sirait]]>;
<![CDATA[Jan Hendriek Nunaki]]>
<![CDATA[ Inornatus: Biology Education Journal Vol 3, No 1 (2023): Inornatus: Biology Education Journal ]]>
Publisher : <![CDATA[Univeritas Papua ]]>
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DOI: 10.30862/inornatus.v3i1.388
<![CDATA[This research aims to improve student learning outcomes through the use of teams games tournament (TGT) learning. This classroom action research was carried out in class VII B of SMP Negeri 10 Manokwari. The research subjects were 18 students. The cycle was carried out as much as and and a test to measure student learning outcomes. The results of the study show that the use of TGT learning can improve student learning outcomes. It is proven by the percentage of the average classical completeness score of students' learning outcomes in the first cycle of 77.8% and increased in the second cycle to 88.8%. The findings indicate that student learning outcomes has met the 75% classical standard. Student activity has also increased. Based on the results of the research that has been done, it can be concluded that the application of TGT can improve student learning outcomes.]]>
