The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students

APA 6th edition
In-text: (Tompo, Ahmad & Muris, 2016)
Your Bibliography: Tompo, B., Ahmad, A. & Muris, M. (2016). The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students. International Journal of Environmental and Science Education, 11(12), 5676-5686.

Harvard
In-text: (Tompo, Ahmad and Muris, 2016)
Your Bibliography: Tompo, B., Ahmad, A. and Muris, M. (2016). The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students. International Journal of Environmental and Science Education, 11(12), pp. 5676-5686.

Chicago 16th edition
In-text: (Tompo, Ahmad and Muris 2016)
Your Bibliography: Tompo, Basman, Arifin Ahmad and Muris Muris (2016). "The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students". International Journal of Environmental and Science Education 11 (12):5676-5686.

Abstract

The main objective of this research was to develop discovery inquiry (DI) learning model to reduce the misconceptions of Science student level of secondary school that is valid, practical, and effective. This research was an R&D (research and development). The trials of discovery inquiry (DI) learning model were carried out in two different classes in SMPN 2 Maros, South Sulawesi. The results of the study after two trials showed that the discovery inquiry (DI) learning model have been valid, practical, and effective. The discovery inquiry (DI) learning model is stated to be valid because the assessment of all learning components conducted by validator meets the elements of validity. It is stated to be practical because the discovery inquiry (DI) learning component is fully implemented, and the ability of teachers to manage learning is at the high category. It is stated to be effective because the misconceptions of Science student are in the medium category. The activities of students in learning are fulfilled the ideal time achievement, and the results of the students’ questionnaire give the positive respond to discovery inquiry (DI) learning. It is concluded that the discovery inquiry (DI) learning model to reduce the misconception of Science students meets the criteria of valid, practical, and effective.

Keywords: Discovery inquiry, misconceptions of science, learning model

References

Abdisa, G. (2012). The effect of guided discovery on students’ physics achievement. Journal Physics Education, (Online), 6(4), 193-199

Adnyani, N.W, dkk. (2013). Pengaruh strategi pembelajaran konflik kognitif terhadap penurunan miskonsepsi fisika ditinjau dari gaya kognitif siswa kelas x di SMA Negeri 1 Bebandem. Jurnal Universitas Pendidikan Ganesha

Fajar.DM dkk. (2013). Pengaruh penggunaan model pembelajaran inkuiri (inquiry learning) terhadap penurunan miskonsepsi pada materi listrik dinamis kelas X SMAN 2 Jombang. Laporan Penelitian

Ilahi, T M. (2012). Learning of discovery strategy & mental vocational skill. Jogjakarta: DIVA Press

Iriyanti.N.P et al.(2012). Identifikasi miskonsepsi pada materi pokok wujud zat siswa kelas VII SMP Negeri 1 Bawang tahun ajaran 2009/2010. Laporan Penelitian. FKIP Universitas Sebelas Maret Surakarta

Joyce.B, Weil.M, Calhoun.E. (2009). Models of teaching. Terjemahan. Edisi Kedelapan. Yogyakarta: Pustaka Pelajar

Istikomah dkk. (2013). Pengembangan perangkat pembelajaran metode discovery learning untuk pemahaman sains pada anak TK B. Laporan Penelitian. Prodi Pendidikan Dasar Program Pasa Sarjana. Universitas Negeri Semarang

Nirwana. (2013). Penggunaan model inquiry berbasis ICT untuk meningkatkan hasil belajar pada mata kuliah sejarah fisika mahasiswa Prodi Pendidikan Fisika Jurusan Pendidikan MIPA. FKIP: Universitas Bengkulu. Prosiding Seminar

Simarmata,U. (2008). Penerapan model konstruktivis dalam pembelajaran fisika di SMU dalam upaya menanggulangi miskonsepsi siswa. Jurnal Universitas Negeri Medan, ISSN:1907-7157

Sukardjo,M. dkk. (2012). Landasan pendidikan konsep dan aplikasinya. Depok: PT Rajagrafindo Persada

Suparno, P. (2005). Miskonsepsi & perubahan konsep pendidikan Fisika. Jakarta: PT Gramedia Widiasarana Indonesia

Taufik.M. (2012). Remediasi miskonsepsi mahasiswa calon guru fisika pada konsep Gaya melalui penerapan model siklus belajar (learning cycle ) 5E. Jurnal UNS Semarang

Tayubi,Y.R, (2005). Identifikasi miskonsepsi pada konsep-konsep fisika menggunakan Certainty of Response Index (CRI). Jurnal Universitas Pendidikan Indonesia. 3/XXIV/2005

Wenning.C.L, et al. (2011). Scientific Inquiry in Introductory Physics Courses. Journal Of Physics Teacher Education. 6(2).

Yamin. (2013). M. Paradigma baru pembelajaran. Jakarta: Ciputat Mega Mall Anggota IKAPI

Yunitasari.W. et al. (2013). Pembelajaran direct instruction disertai hierarki konsep untuk mereduksi miskonsepsi siswa pada materi larutan penyangga Kelas XI IPA Semester Genap SMA Negeri 2 Sragen. Jurnal FKIP UNS Surakarta

Yusnita.R et al. (2014). Pengembangan perangkat pembelajaran berbasis penemuan terbimbing (guided discovery) dengan pendekatan somatic, auditory, visual, intellectual (SAVI) pada materi pokok peluang Kelas IX SMP Tahun Pelajaran 2013/2014. Jurnal PPs Universitas Sebelas Maret Surakarta.