Analisis Pengetahuan Siswa melalui Pembelajaran Penemuan di Sekolah Dasar Pahlawan
Keywords:
analysis, learning, inquiry, knowledge.Abstract
The purpose of this study is to get an overview of the knowledge of Pahlawan Elementary School students about energy change. The research method used is quantitative descriptive research method. In this research, inquiry learning is carried out on the subject of energy change. Throughout research, learning is based on inquiry learning that is linked to the environment. Overall students answer the questions given related to changes in energy and the environment. The results of what students think about these questions are analyzed and conclusions drawn. The results of this study indicate that students' knowledge in the Pahlawan Elementary School about energy change is still developing. This is indicated by several misunderstandings that occur continuously and repeatedly. The novelty of this research is the existence of a new step of inquiry learning that is different in theory in general. The implication of this research is the need to improve the ability of teachers to assist the implementation of inquiry learning, this is so that a long concept does not occur.
References
Alberta. (2004). Focus on inquiry: a teacher’s guide to implementing inquiry-based learning.
Aziza, M. (2018). An analysis of a teacher’s questioning related to students’ responses and mathematical creativity in an elementary school in the UK. International Electronic Journal of Elementary Education, 10(4), 475–487. https://doi.org/10.26822/iejee.2018438138
Ballantyne, R. (1999). Teaching Environmental Concepts, Attitudes and Behaviour Through Geography Education: Findings of an International Survey. International Research in Geographical and Environmental Education, 8(1), 40–58. https://doi.org/10.1080/10382049908667588
Berg, B. L. (2001). Qualitative Research Methods for The Social Sciences. In Library of Congress Cataloging-in-Publication Data.
BOYLAN, C. (2008). Exploring elementary students’ understanding of energy and climate change. International Electronic Journal of Elementary Education, 1(1), 1–15.
Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving Science Inquiry with Elementary Students of Diverse Backgrounds. Journal of Research in Science Teaching, 42(3), 337–357. https://doi.org/10.1002/tea.20053
Duit, R., & Treagust, D. (2003). Conseptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education, 25(6), 671–688.
Evans, N. S., Whitehouse, H., & Hickey, R. (2012). Pre-service Teachers’ Conceptions of Education for Sustainability. Australian Journal of Teacher Education, 37(7), 1–12. https://doi.org/10.14221/ajte.2012v37n7.3
Francois, E. J., Avoseh, M. B. M., & Griswold, W. (2016). Perspectives in Transnational Higher Education. In Sense Publishers. https://doi.org/10.1007/978-94-6300-420-6
Hussain, I. (2007). Transnational education: Concept and methods. Turkish Online Journal of Distance Education, 8(1), 163–173.
Ismail, N., & Abu, R. (2007). Implementing Inquiry-Based Learning: An Innovative Method for Proactive Students. 12th International Conference on Education Universiti Brunei Darussalam, (Mei), 259–268.
Karpudewan, M., Roth, W. M., & Chandrakesan, K. (2015). Remediating Misconception on Climate Change among Secondary School Students in Malaysia. Environmental Education Research, 21(4), 631–648. https://doi.org/10.1080/13504622.2014.891004
Kişoǧlu, M., Gürbüz, H., Erkol, M., Akar, M. S., & Akilli, M. (2010). Prospective Turkish elementary science teachers’ knowledge level about the greenhouse effect and their views on environmental education in university. International Electronic Journal of Elementary Education, 2(2), 217–236.
Lane, R. (2015). Experienced geography teachers’ PCK of students’ ideas and beliefs about learning and teaching. International Research in Geographical and Environmental Education, 24(1), 43–57. https://doi.org/10.1080/10382046.2014.967113
Lane, R., & Coutts, P. (2015). Working with Students ’ Ideas in Physical Geography: A Model of Knowledge Development and Application. Geographical Education, 28(December), 27–40.
Lefa, B. (2014). The Piaget Theory of Cognitive Development: An Educational Implications. Research Gate, 1(9), 1–9. Retrieved from https://www.researchgate.net/publication/252532772_Constructing_a_theory_of_learner_autonomy_Some_steps_along_the_way
Lynes, R. (2015). TRANSNATIONAL EDUCATION A GUIDE FOR CREATING PARTNERSHIPS IN INDIA.
McBride, J. W., Bhatti, M. I., Hannan, M. A., & Feinberg, M. (2004). Using an inquiry approach to teach science to secondary school science teachers. Physics Education, 39(5), 1–6. https://doi.org/10.1088/0031-9120/39/5/007
Mellors-Bourne, R. (2017). The wider benefits of Transnational Education to the UK. Social Science in Government, (July), 1–80. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/624364/CRAC_TNE_report_final.pdf
NESA. (2017). NSW Syllabus for the Australian Curriculum Science and Technology K-6 Syllabus. Retrieved from www.eductionstandards.nsw.edu.au
Ratinen, I. J. (2012). Primary Student-Teachers’ Conseptual Understanding of the Greenhouse Effect: A Mixed Method Study. International Journal of Science Education, 1(July), 1–46.
Aziza, M. (2018). An analysis of a teacher’s questioning related to students’ responses and mathematical creativity in an elementary school in the UK. International Electronic Journal of Elementary Education, 10(4), 475–487. https://doi.org/10.26822/iejee.2018438138
Ballantyne, R. (1999). Teaching Environmental Concepts, Attitudes and Behaviour Through Geography Education: Findings of an International Survey. International Research in Geographical and Environmental Education, 8(1), 40–58. https://doi.org/10.1080/10382049908667588
Berg, B. L. (2001). Qualitative Research Methods for The Social Sciences. In Library of Congress Cataloging-in-Publication Data.
BOYLAN, C. (2008). Exploring elementary students’ understanding of energy and climate change. International Electronic Journal of Elementary Education, 1(1), 1–15.
Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving Science Inquiry with Elementary Students of Diverse Backgrounds. Journal of Research in Science Teaching, 42(3), 337–357. https://doi.org/10.1002/tea.20053
Duit, R., & Treagust, D. (2003). Conseptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education, 25(6), 671–688.
Evans, N. S., Whitehouse, H., & Hickey, R. (2012). Pre-service Teachers’ Conceptions of Education for Sustainability. Australian Journal of Teacher Education, 37(7), 1–12. https://doi.org/10.14221/ajte.2012v37n7.3
Francois, E. J., Avoseh, M. B. M., & Griswold, W. (2016). Perspectives in Transnational Higher Education. In Sense Publishers. https://doi.org/10.1007/978-94-6300-420-6
Hussain, I. (2007). Transnational education: Concept and methods. Turkish Online Journal of Distance Education, 8(1), 163–173.
Ismail, N., & Abu, R. (2007). Implementing Inquiry-Based Learning: An Innovative Method for Proactive Students. 12th International Conference on Education Universiti Brunei Darussalam, (Mei), 259–268.
Karpudewan, M., Roth, W. M., & Chandrakesan, K. (2015). Remediating Misconception on Climate Change among Secondary School Students in Malaysia. Environmental Education Research, 21(4), 631–648. https://doi.org/10.1080/13504622.2014.891004
Kişoǧlu, M., Gürbüz, H., Erkol, M., Akar, M. S., & Akilli, M. (2010). Prospective Turkish elementary science teachers’ knowledge level about the greenhouse effect and their views on environmental education in university. International Electronic Journal of Elementary Education, 2(2), 217–236.
Lane, R. (2015). Experienced geography teachers’ PCK of students’ ideas and beliefs about learning and teaching. International Research in Geographical and Environmental Education, 24(1), 43–57. https://doi.org/10.1080/10382046.2014.967113
Lane, R., & Coutts, P. (2015). Working with Students ’ Ideas in Physical Geography: A Model of Knowledge Development and Application. Geographical Education, 28(December), 27–40.
Lefa, B. (2014). The Piaget Theory of Cognitive Development: An Educational Implications. Research Gate, 1(9), 1–9. Retrieved from https://www.researchgate.net/publication/252532772_Constructing_a_theory_of_learner_autonomy_Some_steps_along_the_way
Lynes, R. (2015). TRANSNATIONAL EDUCATION A GUIDE FOR CREATING PARTNERSHIPS IN INDIA.
McBride, J. W., Bhatti, M. I., Hannan, M. A., & Feinberg, M. (2004). Using an inquiry approach to teach science to secondary school science teachers. Physics Education, 39(5), 1–6. https://doi.org/10.1088/0031-9120/39/5/007
Mellors-Bourne, R. (2017). The wider benefits of Transnational Education to the UK. Social Science in Government, (July), 1–80. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/624364/CRAC_TNE_report_final.pdf
NESA. (2017). NSW Syllabus for the Australian Curriculum Science and Technology K-6 Syllabus. Retrieved from www.eductionstandards.nsw.edu.au
Ratinen, I. J. (2012). Primary Student-Teachers’ Conseptual Understanding of the Greenhouse Effect: A Mixed Method Study. International Journal of Science Education, 1(July), 1–46.
Downloads
Published
2020-06-13
Issue
Section
Articles
License
All articles in the Elementary can be disseminated on condition that still include the identity of the article and the source of the article (Elementary). The publisher is not responsible for the contents of the article. The content of the article is the sole responsibility of the author.
Authors who publish this subject agree to the following terms:
First, Authors retain copyright and grant the journal right from first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Secondly, the authors are able to enter into a separate, or an acknowledgment of its initial (eg, post-institutional repository or publish it in a book) publication in this journal.
Third, the authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to the citation of published work.
