|Judul||:||Energize Learners To Use Scientific Approach And Interactive Media In Teaching Science Nandang Hidayat, R. Teti Rostikawati, Pakuan University Bogor|
Abstract: Science competence is learning outcome of students achieved as the result of their exploration through
science learning process that cover of tree aspects: 1) knowledge of science products, 2) science process skills, and
3) scientific attitude. The objective of this research is to increase science competence of elementary students grade
IV through science learning process make use of scientific approach with interactive multimedia. Scientific
approach that used including 5 (five) learning phases, that areengage, explore, explain, elaborate, and evaluate.
Learning multimedia that used including: 1) information computer technology (ICT) based multimedia, 2) manual
multimedia, and 3) simple science visual aid and science games card. The research method used in this research is
classroom action research. This research is conducted at two elementary schools that used curriculum 2013, that
are: SekolahDasar Pertiwi I and SD Polisi I Kota Bogor. This research is conducted during one semester that is first
semester of year 2013/2014. Multimedia of learning science designed refers to learning themes on curriculum 2013,
teacher’s book, and student’s book. The research findings are: 1) Implementation of scientific approach with
interactive multimedia is able to increase science competence of elementary students grade IV; 2) Nurturant effect
of implementation of scientific approach with interactive multimedia is there is increasing of curiousity, interest,
motivation, expectation, needs, and self-confidence of elementary school students’ grade IV in learning science.
Implications of this research are to increase the science competence of students’ need creativit y and innovat ion of
the science teachers’ in designing science learning models and science mult imedia so that science learning process
have more certain quality. And then, school as institution must complete ICT facilities and also supported by
teachers’ science competencies to use it, so that learning science process is more interest ing, fun, resour ceful, and
effectively achieve the learning objectives.
Keywords: science competence, interactive multimedia, and scientific approach.
|Tahun||:||2018||Media Publikasi||:||Jurnal Nasional Terakreditasi A|
|Kategori||:||Jurnal||No/Vol/Tahun||:||2 / 4 / 2018|
|PTN/S||:||Universitas Pakuan||Program Studi||:||PENDIDIKAN BIOLOGI|
Alberts, B. (2000). Some thoughts of a scientist on inquiry. In Minstrell, J. & van Zee E. (Eds.),
Inquiring into inquiry learning and teaching in science (pp. 3-13). Washington DC:
American Association for the Advancement of Science (AAAS).
Artigue, M., Baptist, P., Dillon, J., Harlen, W., & Lena, P. (2010). Starting package of the
Fibonacci Project: Scientific background. Retrieved from http://fibonacci.unibayreuth.de/resources/starting-package.html
Conant, James B. (1951). Science and Common Sense. New Haven, Conn.: Yale University
Crawford, B. A. (2009, November). Moving science as inquiry into the classroom: Research to
practice [Powerpoint slides]. International Science Education Conference (ISEC
Finley, F. N. &Pocovi, M. C. (2000). Considering the scientific method of inquiry. In Minstrell, J.
and van Zee E. (Eds.), Inquiring into inquiry learning and teaching in science (pp. 4762).Washington
Funk, H. James et al. (1979) Learning Science Process Skills. Boulevard:
Kendall/Hunt Publishing Company.
Hanauer, D. I., Hatfull, G. F. & Jacobs-Sera, D. (2009). Conceptualising scientific inquiry. In,
Active assessment: Assessing scientific inquiry, mentoring in academia and industry 2,
(pp. 11-21). doi: 10.1007/978-0-387-89649-6 2. Springer Publication.
Harlen, W. & Allende, J. (2009) Report of the Working Group on Teacher Professional
Development in Pre-Secondary IBSE. Fundacion para EstudiosBiomedicosAvanzados,
Facultad de Medicina, University of Chile.
Kleinsmith,L. J. (1987). A Computer-Based Biology Study Center: Prelimenary Assessment of
Impact. Academic Computing. 2 (3): 32-33.
Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review
of the research. Journal of Research in Science Teaching, 26(9), 771-783.
Linn, M. C., Clark, D. and Slotta, J. D. (2003). WISE design for knowledge integration Sci.
Educ. 87 517–38.
Minstrell, J. & van Zee E. (Eds.), (2000). Inquiring into Inquiry Learning and Teaching in
Science (pp. xi-xx). Washington DC:American Association for the Advancement of
National Research Council (2000). How people learn: brain, mind, experience, andschool,
Expanded edition. Committee on Developments in the Science ofLearning and Committee
on Learning Research and Educational Practice. J. D.Bransford, A. Brown, and R. Cocking
(Eds.). Commission on Behavioral andSocial Sciences and Education. Washington DC:
National Academy Press.
Oates, K. K. (2002). Inquiry Science: case study in antibiotic prospecting Am. Biol.
Teacher 64(3) 184–
Sanaky, H.A.H. (2011). Media Pembelajaran-BukuPeganganWajib Guru danDosen.
Songer, N. B., Lee, H. S. and McDonald, S. (2003). Research towards an expanded
understanding of inquiry science beyond one idealized standard Sci. Educ.87 490–516.
Wheeler, G. (2000). The three faces of inquiry. In Minstrell, J. & van Zee E. (Eds.), Inquiring
into inquiry learning and teaching in science (pp. 14-19). Washington DC: American
Association for the Advancement of Science (AAAS)