CHAPTER I INTRODUCTION INTRODUCTION
1.1.6 Learning Models in Scientific Approach
According to Permendikbud No.22 of 2016, disclosure/research-based learning (inquiry/discovery learning) is required to enhance the scientific approach. Other learning methods, such as project-based learning and problem-based learning, can be used in addition to the scientific approach. So there are three learning models that might help to increase the use of the scientific method in the classroom learning process. Here are the explanations in order:
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a. Model Inquiry/Discovery Learning
Learning Model (Discovery Learning) is a learning process that presents problems that are not real or the result of teacher engineering as a means to lead students to find solutions to these problems. According to Musfiqon and Nurdiansayah (2015, p. 145), enquiry learning is a learning activity that involves all students' abilities to search for and investigate something (objects, people, or events) systematically, critically, logically, and analytically so that they can confidently formulate their own findings. The process of seeking and discovering is emphasised in enquiry learning. The topic is not stated directly. Students' roles in this learning are to seek out and discover subject matter on their own, while instructors serve as facilitators and mentors for students to learn.
In the Regulation of the Minister of Education and Culture Number 22 of 2016 concerning Standards for the Primary and Secondary Education Process (Permendikbud No. 22/2016 concerning the Standards of the Educational Process) it is stated that inquiry learning is called discovery.
Discovery through a systematic thought process. Knowledge is not just a collection of facts resulting from remembering, but the result of the process of finding or constructing. In other words, learning is a process of facilitating inquiry activities so that students acquire knowledge and skills through their own discovery (discovery).
The enquiry learning model is often more appropriate for mathematics learning, however other courses can employ the origin model based on the qualities of KD or learning resources. The steps in the enquiry model are as follows: 1. Observation / observation of natural phenomena. This practise teaches students how to observe facts or events in a variety of areas. 2.
Inquiring about the phenomena observed. This stage prepares the learner to investigate the phenomena by doing a good questioning activity on instructors, acquaintances, or other sources. 3. Filing allegations or potential responses.
Learners can now associate or reason about probable responses to the questions asked. 4. Gathering facts linked to the allegations or questions posed, so that learners may forecast the claims or the most appropriate as a foundation for creating a conclusion during the exercise. 5. Draw conclusions based on processed or analysed data so that learners may show or display the findings.
Model Discovery Learning :
1) Stimulation (giving stimulus). In this activity, the teacher provides stimulation, which can be readings, pictures, or situations related to the learning materials / topics / themes that will be discussed, so that students can gain experience learning observed conceptual knowledge through reading activities, observing the situation, or viewing the picture.
2) Problem Statement (identify problem). From these steps, learners are needed to determine what issues exist, so that in this activity, learners gain
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experience asking questions, seeking information, and formulating difficulties.
3) Data collecting (collecting data). At this stage, learners get expertise in searching for and gathering data / information that may be utilised to solve problems. This task will also train learners' correctness, accuracy, and honesty, as well as familiarise them with the ability to research or construct alternate alternatives if one option fails.
4) Data Processing (process data). Data processing exercises will educate learners to attempt and explore the capacity of their conceptual knowledge to be applied in real world situations, hence this activity will also train logical and applied thinking abilities.
5) Verification (verify). This stage guides learners via numerous actions such as questioning friends, talking, or discovering relevant materials from books or media, and associating it with a conclusion.
b. Project- Based Learning
PjBL (Project-Based Learning) is a learning activity that use projects or activities as a learning process to develop attitude, knowledge, and skill competencies. The emphasis of learning is on students' actions to develop products through studying, analysing, generating, and presenting learning products based on real-world experience. The product in issue is
the end result of a project that includes designs, schemes, literary works, works of art, technological/craft works, and other elements. This type of learning enables students to work individually or in groups to actually create products.
This learning model aims at learning that focuses on complex issues that learners require in exploring and comprehending learning through investigation, directing learners in a collaborative project that integrates the different topics (materials) in the curriculum, giving opportunities for learners to investigate the content (material) by using different means that are meaningful to him, and conducting collaborative experiments.
According to Musfiqon and Nurdyansyah (2015, p.132) The learning steps in project-based learning are as follows:
1) Make a list of project questions or assignments. This stage serves as a first step for students to pay closer attention to the questions that come from the existing occurrence.
2) Project planning for design. As a practical step, after answering the questions, a project plan may be tested.
3) Create a project schedule as a tangible step. Scheduling is critical in order for the project to be completed within the time frame and within the budget.
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4) Keep track of project activities and developments. The teacher keeps track of the project's execution and development. Learners assess the current project.
5) The outcomes of the tests. Facts and experimental data or study are connected to data from other sources.
6) Assess activities and experiences. This stage is used to review activities as a reference for future project tasks on the same or different issues.
c. Problem-Based Learning
Problem-based learning model at a glance is the same as project-based learning. But in fact, there are fundamental differences that have become their own characteristics. According to Musfiqon and Nurdiansayah (2015, p. 145) argue that Problem Based Learning (PBL) is designed by presenting problems which then students gain important knowledge of the problems that arise.
Furthermore, students are expected to be proficient in solving problems and have their own learning models and have the skills to participate in teams to solve problems in groups. The learning process uses a systemic approach to solve problems or face relevant challenges in life. This concept is in accordance with the definition of a problem, which is something that is difficult to deal with or understand.
Characteristics of problem-based learning is Students are challenged to
"learn how to learn" by working in groups to solve real-world challenges. This
challenge is intended to pique students' interest in the learning in question.
Before students acquire ideas or materials related to issues that must be solved together, problems are assigned to them.
This learning model attempts to encourage learners to learn through diverse real-world issues in everyday life, and it is related with information that has or will be gained through the following processes of learning:
1) Orienting learners to the problem. This stage focuses learners on the problem that will become the object of learning.
2) Organize learning activities. One of the activities is to organise learning so that learners may transmit various enquiries (or enquire) to the troublesome review.
3) Guiding independent and group investigations. At this level, students experiment (attempt) to collect data in order to address or fix the topics they have learned.
4) Develop and present the work. Students correlate data from experiments with data from different other sources.
5) Analysis and evaluation of problem-solving process. When students have a solution to an issue, they must examine and evaluate it.