Analisis Pengetahuan Siswa melalui Pembelajaran Penemuan di Sekolah Dasar Pahlawan
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.
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References
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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.
Published
2020-06-13
How to Cite
WITARSA, Ramdhan; DISTA, Dini Xena.
Analisis Pengetahuan Siswa melalui Pembelajaran Penemuan di Sekolah Dasar Pahlawan.
Elementary: Jurnal Iilmiah Pendidikan Dasar, [S.l.], v. 6, n. 1, p. 1-8, june 2020.
ISSN 2579-9282.
Available at: <https://e-journal.ejournal.metrouniv.ac.id/elementary/article/view/1633>. Date accessed: 09 july 2024.
Section
Articles
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