Ayu Wandira, Ovilia Putri Utami Gumay

EFEKTIVITAS MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA PEMBELAJARAN FISIKA SISWA KELAS VII SMP IT ANNAJIYAH

Introduction

Efektivitas model pembelajaran inkuiri terbimbing pada pembelajaran fisika siswa kelas vii smp it annajiyah. Telusuri efektivitas model pembelajaran inkuiri terbimbing dalam fisika untuk siswa kelas VII SMP IT Annajiyah. Studi ini menunjukkan peningkatan partisipasi & pemahaman konsep siswa.

Abstract

The Effectiveness of the Guided Inquiry Learning Model in Physics Learning for Grade VII Students of SMP IT Annajiyah. This study explores the effectiveness of the guided inquiry model in teaching physics to seventh-grade students at SMP IT Annajiyah. It employs a qualitative approach with descriptive methods and a quasi-experimental design. The participants were students engaging in physics lessons using the guided inquiry approach. Data were collected through classroom observations to assess student participation, conceptual understanding, and responses to the learning process. The guided inquiry model was designed to actively involve students in exploration, investigation, and problem-solving under teacher guidance. The findings indicate that this approach enhances students' interest, participation, and engagement in learning activities. Thus, the guided inquiry model is an effective method for teaching physics at the middle school level.

Review

This study critically examines the effectiveness of the guided inquiry learning model in teaching physics to seventh-grade students at SMP IT Annajiyah. The chosen topic is highly pertinent, aligning with contemporary pedagogical trends that advocate for active learning strategies to foster deeper conceptual understanding and increased student engagement in science subjects. The abstract posits that the guided inquiry model successfully enhances students' interest, participation, and overall engagement in physics learning activities, concluding that it is an effective method for middle school physics instruction. A notable strength of this research lies in its focus on an active, student-centered learning methodology, which encourages exploration, investigation, and problem-solving under teacher guidance. The data collection approach, utilizing classroom observations to assess student participation, conceptual understanding, and responses, provides valuable qualitative insights into the learning process. This method allows for a direct appreciation of how students interact with the guided inquiry model, lending credibility to the reported enhancements in engagement and participation. The clear articulation of the model's design to actively involve students is also commendable. However, the abstract presents a methodological ambiguity that warrants clarification. While it states the study employs a "qualitative approach with descriptive methods and a quasi-experimental design," the description of data collection primarily highlights qualitative observational methods. For a study employing a quasi-experimental design and making strong claims of "effectiveness," it would typically involve quantitative measures (e.g., pre/post-test scores, statistical comparisons with a control group) to substantiate such conclusions rigorously. The abstract would benefit from explicitly detailing how "effectiveness" was quantitatively measured and analyzed if a quasi-experimental design was indeed utilized, or by providing more specific examples and depth from the qualitative findings to support the strong assertion of effectiveness. Future iterations of this research could strengthen its claims by integrating more robust quantitative assessments to complement the rich qualitative data.

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