CHAPTER I INTRODUCTION INTRODUCTION
1.1.7 The steps in scientific approach
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.
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observing, (2) questioning, (3) experimenting, (4), associating (5) communicating.
a. Observing
Based on the Syllabus of 2013 Curriculum, the teacher can do several observing activities. Observing, like listening, reading, and seeing, is a type of learning practise (with or while not tools). Teachers instruct pupils to look at photographs, videos, or power point presentations. Items, real objects, or phenomena are presented to students and instructors here.
According to Hosnan (2014), observing is one learning theme that employs a discourse approach and actual media within the framework of learning, emphasising the importance of the learning technique. Students view evidence, look for details, and listen to or read about the object of observation in this stage.
According to Majid and Rochman (2014), learning activities objective to observe closely associated with the setting of real scenario tackled in existence. Thus, the aim of observant is that the scholars get a lot of understanding concerning anything discovered, the scholars get a lot of info and establish understanding by themselves on the results of observations acquire from supply that aren't clear. Then observant will contribute to developing the students‟ seriousness, carefulness, and competency of seeking information.
b. Questioning
Questioning is the process of seeking knowledge that cannot be grasped simply on what is witnessed (from factual to theoretical questions). During this stage, the teacher should encourage students to ask questions. The teacher will utilise a strategy to motivate students during the questioning part. According to Kemdikbud no. 81a from 2013, teachers can conduct several actions to guide the questioning process, such as giving students the opportunity to enquire about the observation's object and leading them to be able to provide questions dealing with it.
Furthermore, questioning can help to develope inventiveness, curiosity, and the capacity to construct questions essential for intelligent living and lifetime learning. Questioning practise, according to Majid and Rochman (2014), serves three purposes in the classroom learning process.
The first function of questioning is to stimulate students' interest in the subject, curiosity, and concern about a subject or topic; the second function of questioning is to stimulate and inspire students to actively participate in teaching and learning; the third function of questioning is to analyse and solve students' learning difficulties; and the fourth function of questioning is to provide opportunities for the students to demonstrate attitude.
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c. Experimenting
Experimenting is entails conducting an experiment, reading additional resources, witnessing an item, case, or behavior, and conducting an interview with an informant. A teacher must have engaging media in order for students to participate in experiments.
According to Majid and Rochman (2014), various actions should be carried out in order to achieve the goal of experimenting. First, the teacher must define the goal of the experiment that the students will do.
Second, the teacher and students gather the necessary equipment. Third, the teacher and students must determine the location and time. Fourth, the teacher supplies a worksheet to guide the students' activities. Fifth, the teacher discusses the issues that will be addressed during the natural sciences. Sixth, the teacher gives the students worksheets. Seventh, the students do the experiment with the assistance of a teacher guide. Finally, the teacher gathers and analyses the students' work. If it is required, it will be discussed in a traditional manner.
d. Associating
Associating is a learning activity that involves processing knowledge gathered as a result of watching and gathering information. In this situation, the students attempt to apply the knowledge. They must answer questions based on the observation results or perform additional duties. To describe teachers' and students' enthusiastic participation in the
classroom. Students must be more active in order to provide more possibilities for learning.
In line with, Kemdikbud No. 81a notes from 2013 identifying as learning activities the information gathered from the observation's results.
Associating in the context of learning focused on students' learning activities.
e. Communicating
Communicating is the presentation of observations and conclusions based on analytical results through spoken, written, or other medium.
Students should be able to communicate effectively in order to explain their ideas. According to Kemdikbud No. 81a of 2013, communication is the activity of conveying the result and conclusion of observations based on analysis in the form of written, oral, or other forms. Furthermore, Hosnan (2014, p. 76) adds that the students will transmit their conclusion regarding the content offered to be presented to the audience during the communication process. It means that pupils may express themselves in front of the class.
In other words, the students show their knowledge of what they have learned in the final exercise. Furthermore, the students share their findings from group or individual research. This exercise can be done visually, vocally, or through other media.