Implementation of Inquiry-Based Learning (IBL)to Improve Students' Understanding of Nature of Science (NOS)

摘要

Natural Sciences learning in junior high school is developed as an integrative science subject, which is application-oriented, developing thinking skills, learning abilities, curiosity, and developing caring and responsible attitudes towards the natural environment. Science consists of three main elements, science as a product (scientific knowledge, facts, concepts, principles, theory, and law), science as a process (scientific method), and science as an attitude (curiosity, thoroughness, honest, do not believe without empirical evidence). In Indonesia, science learning is still widely carried out with verbal explanations and in writing (for example by filling out worksheets), or with experiments or practicums which are generally verification based instead of concept discovery-based. The purpose of this study was to reveal the effect of inquiry-based science learning on the understanding of the nature of science (NOS) in grade VII students of UM Laboratory Middle School. The sample of the study was 60 students in total from VII B and VII E classes, with comparative control of students of VIID and VIIF classes. Science learning was carried out for 4 topics in grade VII, namely environmental pollution, global warming, the earth, and the solar system. The four topics were taught by the inquiry approach, either through laboratory experiments, field observations, direct observation of phenomena or video of natural events. Students' understanding of NOS was measured by NOS understanding tests for junior high school students developed by researchers referring to NSTA indicators. NOS understanding instruments that have been developed are validated by experts and practitioners. The results showed that students' NOS understanding who were taught by IBL was consistently higher (69.71%) than students who were taught using modules accompanied by explanations of teachers and conventional practicum (66.25%). Thus it can be concluded that science learning with the IBL approach can