Penuntun praktikum klasifikasi makhluk hidup berbasis inkuiri terbimbing: pengembangan model 4D untuk keterampilan proses sains murid kelas VII

  • Nazzla Roshita Putri
    univeristas negeri padang
    Indonesia
  • Fitri Asih 
    universitas negeri padang
    Indonesia
  • Rahmawati D
    universitas negeri padang
    Indonesia
  • Reki Kahardiman
    universitas negeri padang
    Indonesia

Abstract

Keterampilan proses sains murid SMP perlu diperkuat melalui pengalaman belajar berbasis penyelidikan ilmiah. Penelitian ini bertujuan mengembangkan dan menguji efektivitas penuntun praktikum berbasis inkuiri terbimbing pada materi klasifikasi makhluk hidup terhadap keterampilan proses sains murid kelas VII. Penelitian menggunakan metode Research and Development dengan model 4D yang dibatasi pada tahap define, design, dan develop. Penuntun praktikum menerapkan tahapan Ask, Investigate, Create, Discuss, dan Reflect serta memfasilitasi tujuh indikator keterampilan proses sains. Kelayakan produk ditinjau dari validitas, praktikalitas, dan efektivitas. Validasi melibatkan tiga validator, praktikalitas dinilai oleh dua guru dan 29 murid, sedangkan efektivitas diuji menggunakan quasi-experimental pada dua intact classes, masing-masing 29 murid. Keterampilan proses sains diukur melalui posttest 14 butir soal yang memiliki validitas ahli 89,58% dan reliabilitas tinggi (Cronbach’s Alpha = 0,87). Hasil penelitian menunjukkan validitas penuntun praktikum sebesar 92,50% (sangat valid), praktikalitas berdasarkan guru sebesar 93,38% dan murid sebesar 90,23% (sangat praktis). Rata-rata posttest kelas eksperimen sebesar 70,44, lebih tinggi daripada kelas kontrol sebesar 50,74. Uji Mann–Whitney U menunjukkan perbedaan signifikan antara kedua kelas (U = 134,500; Z = −4,489; p = 0,001), dengan effect size r = 0,59 (efek besar). Dengan demikian, penuntun praktikum berbasis inkuiri terbimbing memenuhi kriteria validitas dan praktikalitas yang tinggi serta efektif dalam mendukung keterampilan proses sains murid kelas VII.

Keywords
  • Penuntun praktikum, Inkuiri terbimbing, Keterampilan proses sains, Klasifikasi makhluk hidup
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

References
  1. Acarli, D. S., & Dervişoğlu, S. (2021). Effect of inquiry-based biology laboratory applications on scientific process skills, attitude, self-efficacy and self-confidence. MIER Journal of Educational Studies Trends and Practices, 11(1), 15–29. https://doi.org/10.52634/mier/2021/v11/i1/1751
  2. Agustin, A. S., Kartini, & Setyaningrum, V. (2024). The influence of the guided inquiry learning model on science process skills in ecosystem material. AULADUNA: Jurnal Pendidikan Dasar Islam, 11(1), 42–52. https://doi.org/10.24252/auladuna.v11i1a5.2024
  3. Ahsanudin, Harlis, & Hidayat, S. (2024). Improvement science process skills using the guided inquiry model based on the surrounding environment of SMPN 5 Ababuan. Co-Catalyst: Journal of Science Education Research and Theories, 1(2), 20–27. https://doi.org/10.33830/cocatalyst.v1i2.7490
  4. Alam, N. P. S. (2021). Perbandingan keterampilan berpikir kritis dan keterampilan proses sains biologi yang dibelajarkan model pembelajaran inkuiri terbimbing dengan inkuiri terstruktur. Pinisi Journal Pendidikan Guru Sekolah Dasar, 1(1). https://doi.org/10.70713/pjp.v1i1.21581
  5. Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2024). Capaian pembelajaran pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
  6. Chen, F., & Chen, G. (2025). Technology-enhanced collaborative inquiry in K–12 classrooms: A systematic review of empirical studies. Science & Education, 34, 1731–1773. https://doi.org/10.1007/s11191-024-00538-8
  7. Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology. PLOS ONE, 20(4), e0320692. https://doi.org/10.1371/journal.pone.0320692
  8. Choirunnisa’, M. A., & Rosdiana, L. (2023). Application of guided inquiry learning model to improve junior high school students’ science process skills. Science Education and Application Journal, 5(2), 118–123. https://doi.org/10.30736/seaj.v5i2.871
  9. Dah, N. M., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
  10. Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology: General, 141(1), 2–18. https://doi.org/10.1037/a0024338
  11. Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
  12. Gericke, N., Högström, P., & Wallin, J. (2023). A systematic review of research on laboratory work in secondary school. Studies in Science Education, 59(2), 245–285. https://doi.org/10.1080/03057267.2022.2090125
  13. Idul, J. J. A., & Caro, V. B. (2022). Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills? International Journal of Science Education, 44(12), 1994–2014. https://doi.org/10.1080/09500693.2022.2108553
  14. Jannah, M., Zulirfan, Z., & Suzanti, F. (2024). Analysis of students’ science process skills profile: Case study in Pekanbaru. Journal of Science Education Research, 8(2), 162–170. https://doi.org/10.21831/jser.v8i2.68061
  15. Kotuľáková, K., Dlholucký, D., Palicová, L., & Šprláková, L. (2020). Effect of inquiry instruction on lower secondary students’ science process skills. Scientia in Educatione, 10(2), 2–19. https://doi.org/10.14712/18047106.1324
  16. Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
  17. National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
  18. Nopiya, N., Hindriana, A. F., & Sulistyono, S. (2020). Students’ science process skills and interpersonal intelligence in biology learning using guided inquiry. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1), 123–134. https://doi.org/10.22219/jpbi.v6i1.10634
  19. Numa, N. A. S., & Martini. (2022). Application of guided inquiry student worksheet on additive materials to improve the science process skills of junior high school students. Jurnal Pijar MIPA, 17(4), 424–429. https://doi.org/10.29303/jpm.v17i4.3535
  20. Nurhuwaida, N., Mastuang, M., Misbah, M., & Ibrahim, M. A. (2022). Feasibility of learning devices with guided inquiry model to develop senior high school students’ science process skills. JPPS (Jurnal Penelitian Pendidikan Sains), 11(2), 193–205. https://doi.org/10.26740/jpps.v11n2.p193-205
  21. Ogegbo, A., Upahi, J. E., Ramnarain, U., & Wu, H.-K. (2025). A systematic review on assessment in inquiry-based science education. International Journal of Research in STEM Education, 7(1), 71–91. https://doi.org/10.33830/ijrse.v7i1.1744
  22. Ong, A. C., & Borich, G. D. (Eds.). (2006). Teaching strategies that promote thinking: Models and curriculum approaches. McGraw-Hill Education.
  23. Özcan, C., & Gücüm, B. (2026). Evaluation of Turkish students’ science process skills in guided inquiry-based science education according to the effect of some variables. The Journal of Educational Research, 119(1), 13–33. https://doi.org/10.1080/00220671.2025.2508708
  24. Patonah, S., Nuvitalia, D., Saptaningrum, E., & Wuryandini, E. (2020). Inquiry learning tools to train science process skills at the junior high school level. JPPS (Jurnal Penelitian Pendidikan Sains), 9(2), 1812–1818. https://doi.org/10.26740/jpps.v9n2.p1812-1818
  25. Puspito, D. R. A., Supardi, K. I., & Sulhadi. (2021). The influence of guided inquiry models on science process skills. Journal of Primary Education, 10(1), 37–43. https://doi.org/10.15294/jpe.v9i3.39442
  26. Querevalú-Pazos, M. C. (2025). Inquiry-based science teaching in Peru: A systematic literature review (2016–2022). Education 3-13, 53(1), 32–50. https://doi.org/10.1080/03004279.2022.2164699
  27. Rahayu, A., & Sari, R. S. (2023). Guided inquiry-based basic chemistry practicum guidelines and its impact on students’ science process skills and critical thinking skills. Jurnal Pendidikan Kimia Indonesia, 7(1), 1–9. https://doi.org/10.23887/jpki.v7i1.46212
  28. Rosanti, L., & Sudibyo, E. (2022). Peningkatan keterampilan proses sains peserta didik SMP menggunakan model pembelajaran guided inquiry pada materi kalor. PENSA E-Jurnal: Pendidikan Sains, 10(3), 401–408. https://doi.org/10.26740/pensa.v10i3.45513
  29. Sasse, H., Weber, A. M., Reuter, T., & Leuchter, M. (2025). Teacher guidance and on-the-fly scaffolding in primary school students’ inquiry learning. Science Education, 109(2), 579–604. https://doi.org/10.1002/sce.21921
  30. Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
  31. Sun, Y., Yan, Z., & Wu, B. (2022). How differently designed guidance influences simulation-based inquiry learning in science education: A systematic review. Journal of Computer Assisted Learning, 38(4), 960–976. https://doi.org/10.1111/jcal.12667
  32. Suryawanto, A. M., Subali, B., & Haryani, S. (2022). Implementation of guided inquiry model with MURDER strategy to improve elementary school students’ science process skills. Journal of Primary Education, 11(3), 313–326. https://doi.org/10.15294/jpe.v11i3.72385
  33. Suwardani, S., Asrial, A., & Yelianti, U. (2021). Analisis model pembelajaran inkuiri terbimbing terhadap keterampilan proses sains siswa pada mata pelajaran IPA SMP. BIODIK, 7(3), 185–194. https://doi.org/10.22437/bio.v7i3.13072
  34. Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Leadership Training Institute/Special Education, University of Minnesota.
  35. Urdanivia Alarcon, D. A., Talavera-Mendoza, F., Rucano Paucar, F. H., Cayani Caceres, K. S., & Machaca Viza, R. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education, 8, 1170487. https://doi.org/10.3389/feduc.2023.1170487

Downloads

PDF

Statistic

Abstract Views
: 13 times
PDF
: 6 times