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IMPLEMENTATION OF GUIDED INQUIRY TO IMPROVE STUDENTS

MOTIVATION AND LEARNING OUTCOMES OF HUMAN

RESPIRATORY SYSTEM FOR 11th

GRADE STUDENT

SMA NEGERI 1 TEBING TINGGI

ACADEMIC YEAR 2011/2012

By :

Raja Novi Ariska

408141096

Biology Bilingual Education Study Program

ABSTRACT

The purpose of this research is to improve students motivation and learningoutcomes through the implementation of guided inquiry on human respiratory system

for 11th

grade student, XI IPA 6 SMA Negeri 1 TebingTinggi academic year 2011/2012.

This is a classroom action research (CAR) which conducted in four cycles. Each cycle

consists of planning, implementation, observation, and reflection steps. The subject of

research consists of 1 class with 34 students which taken used purposive sampling

technique. The instruments for data collection were achievement test, observation sheet,

worksheet, questionnaire, and documentation. Data analysis was used both of

quantitative and qualitative descriptive technique which describes the improvement in

each cycle. The datum shown the classical completeness of students learning outcomes

was reached in cycle IV (94.12%) with average score 82.5. Students motivation is

included into high category with average score 4.03. Thus, the classical learning activityof students reached the percentage of 97.06%. It means the students motivation,

learning outcomes, and activity has been improved by implementing guided inquiry on

human respiratory system for 11th

grade student SMA Negeri 1 TebingTinggi academic

year 2011/2012.

Key words: Guided inquiry, students motivation, learning outcomes, learning activity

INTRODUCTION

In achieving the aims of learning, educators need to develop good quality

teaching and learning process to make students interest participating the lesson.

According to KTSP (standard educational curricula), the learning process is establish

student as the active learner. Yet, the issues commonly have often been said inhibiting

the process of education. There is the atmosphere that tends to monotony in class, which

less involving student activity. It creates the circumstance of students low motivation.

Some sources represent that learning process is still conducted conventionally,

that is lecturing method. This view of method has many problems. The teacher acts as


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the only source of information. In fact, the role of teacher is not just providing

information, but also directing and facilitating the learning process (Syamsudin, 2007).

Most students are not interested in being class participants in lecturing method.

They fail to see how the knowledge will be useful to them in the future. They therefore

lack motivation for this kind of methods. Most important, this kind of teaching misses a

tremendous opportunity to give all students the problem-solving, communication, and

thinking skills. The students so often seem bored and disengaged from learning

(National Research Council (NRC), 2000).

Biology is basically the subjects that tend to be a mistaken understanding of the

concept and became memorizing lessons. Most students can memorize the material

being taught well, but do not understand the intent contained in it. In addition, students

are not able to relate what they learn with how that knowledge will be used.

Interviewed has been done with biology teacher of XI IPA SMA Negeri 1

Tebing Tinggi and it was suggested that human respiratory system is the less focus topic

to be discussed. Teacher felt the others topic is more complicated so it need more

attention. Teachers thought human respiratory system topic is easy to understand, but

the reality is different. The students show that they have problem of memorizing organs

of human respiratory system, its anatomical and physiological structure, also the

mechanism occurs in it (Nasution, 2012).

Lecturing method is used to transmit the information makes the student difficult

to understand the concept. Teachers provide the students with sets of science facts and

with technical words to describe the facts. In the worst case, this type of science

teaching assumes that education consists of filling a student's head with vocabulary

words (NRC, 2000).

The observation shown the students learning outcomes in biology subject wereunachieved learning completion (KKM). The average score for pass the standard is 75,

while the real score is 64. Observation also shows the students motivation is relatively

low. It was shown by the interactions and questions are rarely asked in class. This may

relate to the condition that biology contains lots of explanations and memorizations.

To solve these issues, educators should choose teaching and learning methods

that excite and motivate students to actively participate in the learning process.

Therefore, it will improve students motivation and learning outcomes.


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Inquiry learning gives the teacher the opportunity to help students learn the

content and course concept by having them explores a question and develop and

research a hypothesis. Thus, giving students more opportunity to reflect on their own

learning, gain a deeper understanding of the course concepts in an integrated fashion,

and become better critical thinkers (Lane, 2007). Schrenker reported that inquiry

training resulted in increased understanding of science, greater productivity in critical

thinking, and skills for obtaining and analyzing information (Joyce, 2003).

Guided inquiry is planned, targeted, supervised intervention throughout the

inquiry process. Guided Inquiry enables students to learn how to learn by becoming

aware of their learning process. Guidance is provided at critical intervention points to

teach strategies for learning from a variety of sources of information. The students are

prepared to apply their learning process for understanding and creating in an abundance

of information in their daily life (Kulthau, 2010).

The implementation of guided inquiry gives the chance for student to develop

their science processing skill and improve students learning outcomes (Makrina, 2007).

Other researches also show significant effect of guided inquiry in improve student

motivation. (Anggreini, 2009; Diah, 2012; Triana, (2010); and Yohana, (2009).

Based on the problem above the Classroom Action Research was done to solve

the problem exists at class XI IPA 6 by Implemented Guided Inquiry to Improve

Students Motivation and Learning Outcomes of Human Respiratory System for 11th

Grade Student SMA Negeri 1 Tebing Tinggi Academic year 2011/2012.

METHODOLOGY

This research has been conducted in SMA Negeri 1 Tebing Tinggi, located onJalan KL. Yos Sudarso, Kec. Rambutan. The period of research was from Mei-June

2012. The subjects of research were the students at class XI IPA 6 of SMA Negeri 1

Tebing Tinggi, consisted of 34 students, 13 males and 21 females. The subject was

taken purposively because students learning outcome and motivation was relatively

low. It was shown by the outcomes which unachieved minimal completion and low of

student activeness which shown by the interactions and questions were rarely asked in

class.


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Design of research

Planning III;

Formulate the problem based on the weakness in the

cycle II, Solve the problem

Reflection I

Analyze the improvement

and obstacles in teaching

learning activity.

Plan 1.

Visited SMA Negeri 1 Tebing

Tinggi; Made observation;

administered students respons;

Discussed with the teacher about

teaching obstacles and learning

difficulties; Designed lesson plans,

pretest, posttest, worksheet,

questionnaire, and observation

sheet; Prepared the material andlearning media;

Implementation 1.Administered pre-test, post test

questionnaire, worksheet of human

breathing type, watched video,

implemented guided inquiry,

guided students worked in group.

Observation I.

Observed students activity

during learning process and

recorded it in observation

sheet.

Planning II,Formulate the problem based on the lackness in the cycle I,

Solve the problemReflection II.Analyze the improvement and

obstacles in teaching learning

activit .

Implementation IIAdministering worksheet of lung

volume, brainstorming,implementing guided inquiry in the

subtopic of lung volume,

questionnaire, post test I,.

Observation II.

Observed students

activity during learning

process and recorded it in

observation sheet.

Planning IV;

Formulate the problem based on the weakness in thecycle III, Solve the problemReflection IV

Analyze the improvement and


activity.

Implementation IVAdministering worksheet of effect ofcigarettes to lung, implementing

guided inquiry in the subtopic of

disorder in human respiratory system,

administered posttest IV and

questionnaire.

Observation IV.

Observed students

activity during learning

process and recorded it in

observation sheet.

Reflection III.Analyze the improvement and


activity.

Implementation IIIAdministering worksheet of fators

of breathing, implementing

guided inquiry in the subtopic ofcontrol of breathing, administered

posttest I, questionnaire.

Observation III.

Observed students activity

during learning process and

recorded it in observation

sheet.


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RESULT

1. Students MotivationThe calculation of the score in the questionnaire which measured students

motivation had shown the improvement of student motivation in cycle I to cycle IV, as

described by the table below:

Table 4.1. Percentage of students motivation from cycle I to cycle IV

CyclePercentage of Motivation (%)

Very High High Moderate Bad Very Bad

I 0 58.82 38.23 2.94 0

II 0 82.35 17,64 0 0

III 2.94 94.11 2.94 0 0

IV 17.64 79.41 2.94 0 0

The table shows the percentage of students motivation in cycle I which included

into high motivation was about 58.82 %, while in cycle II increase to 82.35%. The

percent of improvement was about 23.53%. In Cycle III the percentage of the student

which obtained the high motivation was 94.11%. The percent of improvement was

about 11.76% and about 2.94 % students included into very high motivation. In cycle

IV the students who had high motivation decrease become 79.41%, but increase in very

high category become 17.64%.

Figure 4.1.The level of student motivation from cycle I to cycle IV on human

respiratory system for 11th

grade student SMA Negeri 1 TebingTinggi

0

5

10

15

20

25

30

35

1,00-1,49

(Low)

1,50-2,49

(Fairly Low)

2,50-3,49

(Medium)

3,50-4,49

(High)

4,5-5,00 (Very

High)

Cycle I

Cycle II

Cycle III

Cycle IV


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2. Learning OutcomesThe objective of the implementation of guided inquiry was to improve students

motivation and learning outcomes in learning biology. The average score of learning

outcome presented in following table:

Table 4.2.Average of students learning outcomes from cycle I to cycle IV

No Learning Outcome Pretest

Post

Test I

Posttest

II

Posttest

III

Posttest

IV

1 Average Score 41.03 61.31 73.53 75.59 82.05

2

Percentage of

learning outcome's

improvement - 20.28% 12.21% 2.06% 6.47%

Based on the table 4.2, the average of students learning outcome increases at

posttest I; 20.28%, posttest II; 12.21%, posttest III; 2.06%, and post test IV; 6.47%. The

increase of students learning outcomes to each cycle shows an improvement of student

comprehension the topic being studied. It was appropriate with the constructivist theory

who stated student will learn best when they actively construct course concept by theirown.

Figure 4.2. The level of student learning outcomes from cycle I to cycle IV on human

respiratory system for 11th grade student SMA Negeri 1 TebingTinggi

0

2

4

6

8

10

12

14

16

18

20

90%-100%

(Very high)

80%-89%

(High)

65%-79%

(Fair)

55%-64%

(Low)

0-54% (Very

low)

Cycle I

Cycle II

Cycle III

Cycle IV

(Moderate)


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Number

of student%

Number

of student%

Number

of student%

Number

of Student%

0%DS75% 24 70.59 20 58.82 13 38.24 2 5.88

75%DS100%10 29.41 14 41.18 21 61.76 32 94.12

Note

Percentage of

completeness

Cycle I Cycle II Cycle III Cycle IV

Not complete Not complete Not complete Complete

3. Students Learning OutcomesBased on the results obtained from the students' learning outcome in cycles I to

cycle IV, the completeness of student learning outcome could be calculated. The

percentage of learning outcome completeness could be presented in the table below:

Table 4.3. Percentage of students learning outcome completeness cycles I to cycle IV

From the table above, the number student who had score above 75 only 10

students (29.41%), and students who had score below 75 were 24 students (70.59%). It

could be concluded that the learning outcome obtained in the first cycle was not reach

the criteria of learning completeness. The low of students motivation and less of

students involvement in the learning activity may have an impact to the students

learning outcomes. Motivation and activeness student in learning process are the factors

to support the successful of learning.

In the second cycle, the learning completeness was not reached. Students who

had achieved the standard completeness of learning outcome were 14 students

(41.18%). The action continued into the next cycle. In the third cycle, students who had

achieved criteria of completeness were 21 students (61.76%), and still not reached the

criteria of classical learning completeness. In fourth cycle, there were 32 students

(94.12%) passed the learning completeness, it indicates that the classical learning

completeness was achieved, where percentage of students learning completeness

(94.12%) 85 %.

4. Students Activity

To achieve the completeness of the students activity, at least 80% of the total of

students should be included at least in moderate category and it should be 27 students

must achieved that score. The results of student activity from cycle I to cycle IV in the

implementation of guided inquiry at class XI-IPA6 SMA Negeri 1 Tebing Tinggi is

presented in the table below:


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0

20

40

60

80

100

120

cycle I cycle II Cycle III Cycle IV

percentage

student's learning activity

Percentage (%)

Table 4.4. Percentage of learning activity completeness from cycle I to cycle IV

No. Category cycle I cycle II Cycle III Cycle IV

1 Very Active 0 0 0 52 Active 2 6 10 10

3 Moderate 11 16 17 18

4 Not Active 21 12 7 1

Total 13 22 27 33

Percentage (%) 38.23 64.71 79.41 97.06

Note

not

complete

not

complete

not

completeComplete

It was about 38.23% of the students had active percentage, whereas the classical

completeness of learning outcomes should more than 80%. The same result is also

shown by the percentage in cycle II and III. In cycle II, the percentage is about 64.71 %.

Where in cycle III about 79.41%. At last cycle, the percentage of the student activeness

reached the criteria of learning activeness. It is about 97.06% from the total number of

students were categorized as active learner.

Figure 4.3. The level of student activity from cycle I to cycle IV on human respiratory

system for 11

th

grade student SMA Negeri 1 TebingTinggi


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DISCUSSION

The datum of research has shown the positive impact on students motivation,

learning outcomes and activities. This is due to the theory which guided inquiry models

can motivate students to find out the knowledge with their own experience by doing

scientific work.

The objectives of implementation of guided inquiry were to improve students

motivation and learning outcomes of human respiratory system. Based on the datum has

been described above, the datum obtained as follows: student classical motivation in

first cycle show improvement to fourth cycle, namely 58.82% (first cycle) to 82.35%

(second cycle) to 97.06% (third and fourth cycle).

The post-test on a cycle I shows that students who scored 75 only 10 students,

or about 29.41%, and the students who scored


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determined. The classical activity percentage was about 67.41%. Students motivation

also shown the motivation was included into high category 3.77.

The problem arise in cycle II is caused by the students did not focused to the

learning process. Some of the students just played with their friend during the

experiment. The students also lack of preparation to follow the lesson. The

improvement has been done to cover these weaknesses. The students were instructed to

record the name of students who worked and did not worked. The teacher also

motivated the students to express their opinion about the knowledge they got during

followed learning process.

Then the third cycle proceed after doing some improvements, it was found that

the cycle III that the learning outcome increased by 20.58% to 61.76%. Where students

who have achieved score 75 are 21 students and


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research, the researcher also administered the worksheet to each student to make them

actively works in group.

Based on the above description it can be seen that by implementing the guided

inquiry can improve student motivation and learning outcomes in learning biology. It is

suitable with the earlier research by Makrina (2007). The implementation of guided

inquiry gives the chance for student to develop their science processing skill and

improve students learning outcomes.

The result of the research have positive impact to improve student motivation,

learning outcomes, and learning activity. Guided inquiry giving students more chance to

reflect on their own learning, gain a deeper understanding of the course concepts, and

become better critical thinkers (Lane, 2007). So that the increasing of learning outcome

stay along with the increasing of learning activities and motivation.

CONCLUSIONS

The implementation of guided inquiry on human respiratory system was

conducted in four cycles. Each cycle consists of planning, action, observing, and

reflection phase. The core activity in this research was the students determined the

hypothesis thus prove it through experiment. In the first cycle the student was discussed

about the mechanism of chest and abdominal breathing. In second cycle, the students

focus on the lung volume and continued in third cycle by the factors affecting the

respiration rate. In the last cycle the students discussed about the effect of cigarettes to

lung healthiness. The datum was collected by using achievement test, observation by the

observer, questionnaire, and worksheet.The implementation of guided inquiry of human

respiratory system improved students motivation at class XI IPA 6 SMA Negeri 1

Tebing Tinggi academic year 2011/2012 with category high (average score 4.03).The

implementation of guided inquiry improved students learning outcomes at class XI IPA

6 SMA Negeri 1 Tebing Tinggi academic year 2011/2012 with the classical

completeness 94.12% in fourth cycle and average 82.05.The implementation of guided

inquiry improved students learning activity at class XI IPA 6 SMA Negeri 1 Tebing

Tinggi academic year 2011/2012 with activity category very active, active, and fair with

percentage 97.06% in fourth cycle.


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RECOMMENDATIONS

Recommendations after conducted this research are:

1. The teacher should set specific learning instruments that can be done outside ofclass time to overcome the perceived lack of time allocation in implementing

guided inquiry models.

2. The teacher need to be actively provide guidance to the student in the learningprocess and try to stimulates the student to develop simple procedure by their

own, in which students will be more involved in the process of learning by doing

their own experiments to prove their hypothesis or prediction.

3. Further research about the implementation of guided inquiry in different topicneed to be done.

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