EDUCATIONIST

Abstrak
ABSTRAK
Penelitian ini dirancang sebagai sebuah Penelitian Tindakan Kelas (Classroom Action Research) dengan tiga siklus pembelajaran yang dilaksanakan SMP Kartika V-1 Balikpapan dan bertujuan meningkatkan keterampilan proses sains, motivasi belajar, dan hasil belajar biologi siswa kelas VII melalui strategi pembelajaran inkuiri terbimbing. Selama penelitian berlangsung, peneliti bertindak sebagai guru kelas, dan selama kegiatan pengamatan, peneliti dibantu oleh rekan–rekan sejawat. Pengumpulan data lapangan dilakukan melalui pengisian lembar observasi, wawancara, pembuatan catatan lapangan, pengambilan dokumentasi, dan pengadaan tes. Analisis data secara kualitatif dilakukan untuk menjelaskan motivasi dan keterampilan proses siswa sedangkan analisis kuantifatif diperlukan untuk menjelaskan peningkatan hasil belajar siswa. Hasil penelitian menunjukkan bahwa terjadi peningkatan keterampilan proses (rata–rata keterlaksanaan 55% pada siklus I, 69,38% pada siklus II, dan 80,63% pada siklus III), motivasi belajar siswa (rata–rata keterlaksanaan 60,74% pada siklus I, 69,63% pada siklus II, dan 80,00% pada siklus III) dan hasil belajar siswa (rata – rata persentase ketuntasan sebesar 45,56% pada siklus I, 58,89% pada siklus II, dan 86,67% pada siklus III). Berdasarkan analisis hasil penelitian, dapat disimpulkan bahwa pembelajaran dengan strategi inkuiri terbimbing mampu meningkatkan motivasi belajar dan keterampilan proses siswa yang secara konsekutif berdampak pada kenaikan ketuntasan belajar siswa.

Kata kunci: keterampilan proses, motivasi belajar, hasil belajar, inkuiri terbimbing

ABSTRACT
This research was designed as a classroom action with three-cycle learning process research which took place in SMP Kartika V-1 Balikpapan and purposes on improving process skills, learning motivation, and learning outcomes in Biology subject of seventh grade students through guided inquiry strategy. Throughout the research, the researcher had a role as the teacher, whilst the researcher’s acquaintances handled the observation activity. All research data obtainment was carried out by completing observation forms, interviewing students, arranging field notes, taking documentations, and conducting tests. Qualitative analysis was conducted to explicate the students’ learning motivation and process skills profile, whilst quantitative analysis was also conducted to explain the improvement of students’ learning outcomes. The results show the significant improvement in students’ process skills (55.00% average accomplishment on cycle I, 69.38% on cycle II, and 80.00% on cycle III), learning motivation (60.74% average accomplishment on cycle I, 69.63% on cycle II, and 80.00% on cycle III), and learning outcomes (45.56% average learning accomplishment on cycle I, 58.89% on cycle II, and 86.67% on cycle III) on each cycle. Based on the research analysis, it can be concluded that implementing guided inquiry is a viable strategy to improve students’ learning motivation and process skills, which consecutively impacts the improvement of students learning accomplishments.

Keywords: process skills, learning motivation, learning outcomes, guided inquiry