43 Dira Oktaviana @______ The Effectiveness of Guided …

THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING ASSISTED BY PhET

SIMULATION TO IMPROVE THE CAPABILITY OF REPRESENTATION IMAGE
OF SCIENCE STUDENT IN JUNIOR HIGH SCHOOL

Dira Oktaviana 1), I Ketut Mahardika 2), Aris Singgih Budiarso 3)

1
Faculty of Teacher Training and Education, University of Jember
[email protected]
2
Faculty of Teacher Training and Education, University of Jember
[email protected]
3
Faculty of Teacher Training and Education, University of Jember
[email protected]

Abstract
This study aims to describe the understanding of science concepts of junior high school students in the form
of image representation through guided inquiry learning assisted with simulated PhET. This type of
research is quantitative descriptive research. The study was conducted at SMP Negeri 2 Genteng. The
research subjects were all students of class VIII A and VIII D with a total of 64 student respondents. The
collection of data using the test, interview, observation, and documentation techniques. The data analysis
technique is to use the Normalized N-Gain test to describe the ability of students' image representation.
The results of data analysis showed an increase in understanding of the concept of science in the form of
image representation with a value of g = 0.7. In conclusion, that the guided inquiry learning model assisted
by the PhET simulation can improve the ability of students' science concepts in the form of Image
Representation with high categories, which means that this learning is very effective.

Keywords: Effectiveness, Guided Inquiry, PhET Simulation, and Image Representation.

INTRODUCTION learning, because science learning at this time

Education is a conscious effort by someone prioritizes the sequence of subject matter rather
to gain knowledge both from the school than prioritizing students' thinking and
environment and from the community. cognitive processes so that many students
Education that can be integrated into improving experience wrong concepts and difficulties in
the ability of HR is one of them in the Natural learning science concepts one of them in the
Sciences (IPA) material (Widyawati & form of images (Prihatni, 2016). Therefore, to
Prodjosantoso, 2015). Natural Sciences (IPA) is help students who have difficulty in
basic learning that must be given in education understanding and discovering science
units one of which is at the junior high level. concepts, it requires a multi-representation
Natural Sciences (IPA) is a science that studies ability that must be possessed by each student
natural phenomena through scientific processes (Damayanti et al., 2016).
that emerge on the basis of students' scientific Multi-representation ability is the ability of
attitudes, and the results obtained in the form of students to be able to interpret and apply various
scientific products that have been arranged representations in explaining science concepts
based on three aspects namely concepts, (Rizky et al., 2014). One representation that can
principles, and theories universally ( Trianto, be used in learning is image representation.
2010). Science learning aims to get to know the According to Berner (Neria & Amit, 2004)
natural surroundings systematically, not just the states that success in solving problems depends
mastery of knowledge in the form of facts, on the ability to represent a problem. That is
concepts, and principles but also a process in an because students still rely on the teacher as a
invention. source of information in every class learning.
Science learning can provide knowledge Based on the results of the study (Prahani et al.,
directly to students so that it can increase 2017) there are some students whose multi-
students' ability to construct, understand, and representation ability is not yet complete. Many
apply concepts that have been learned in daily students stated that they had difficulty in
life (Taufik et al., 2010). According to completing test questions at the point of image
(Prasetyawati, 2019) building mastery of the representation.
science concepts of students can be done by Alternatives in maximizing the learning
organizing the learning process and planning process in improving students' multi-

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representation skills required a learning model RESEARCH METHOD

that can support the learning activities carried The research design used in this study is a
out by the teacher. The use of learning models quasi-experiment "one group pretest-posttest
functions to help teachers and guide teachers in design". This design is used to see the
selecting components of the learning activities comparison of the ability of image
process such as techniques, strategies and representation before and after being given
learning methods so that learning objectives are treatment to the experimental class and the
achieved (Indrawati, 2011). Therefore, we need control class. The data in this study were
a learning model that can lead to active student obtained from the test item description.
involvement in learning activities that can Analysis of research data using the
improve the ability of image representation. The Normalized N-Gain test. This test is conducted
guided inquiry learning model is suitable for to determine whether there is an increase
application in junior high school because it can between the scores pretest and posttest. The
improve the ability of students' multi- amount of increase is calculated by the
representation and generate ideas in the learning Normalized N-Gain formula, namely:
process that involve students to explore and
reflect on these ideas (Astuti & Setiawan, 2013). 𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡
<𝑔>=
Based on the results of the study (Yuwono 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥 − 𝑠𝑐𝑜𝑟𝑒 𝑝𝑟𝑒𝑡𝑒𝑠𝑡
et al., 2016) states that the guided inquiry
learning model has not significantly affected the Then the results of calculations using the
ability of student representation. So it needs to Normalized N-Gain formula will be categorized
be given media in learning activities. Media is based on the criteria of the Normalized N-Gain
one of the factors that can support the success of effectiveness, as follows:
the learning process at school. Creative use of
media can increase the efficiency of learning Table 3.1 The Effectiveness Criteria of the
activities so that learning objectives can be Normalized Gain Value
achieved to the maximum (Arda, 2013). The use
of PhET media is one of the easy and cost-
effective digital learning media that can help
learning activities become more maximal
compared to other media. Due to a large number
of instructional media such as laboratory tools
that are no longer suitable for use, and other (Hake, 1999)
learning media that require a lot of cost in
making them, the use of PhET media in learning RESULTS AND DISCUSSION
is much more flexible to maximize students' This research was carried out in SMP
understanding of science concepts. Based on Negeri 2 Genteng in Class VIII even semester
research (Sumarauw, 2017) that conducts of the 2019/2020 academic year with a total of
guided inquiry learning activities assisted by a 64 students respondents divided into two
PhET simulation gets a good response from classes. This research is a type of quantitative
students. Students are more motivated in descriptive research that aims to examine the
learning the science concepts being studied. effectiveness of guided inquiry learning models
Based on the description above, the assisted by PhET simulations to improve the
question arises: how is the effectiveness of ability of image representation of science
guided inquiry learning assisted by PhET students in junior high schools. This research
simulations to improve the ability of students to was conducted on 10-29 February 2020 on the
represent science in junior high? To get subject of vibration and waves. This study uses
answers, the researchers planned to conduct a two different classes, namely the experimental
study with the title, "the effectiveness of guided class, and the control class. The experimental
inquiry learning assisted by PhET simulations class was given treatment while the control class
to improve the ability to represent science did not get treatment.
images of students in junior high". Before conducting research, researchers
need to prepare a research permit. Researchers
need permission from the school of SMP Negeri
2 Genteng to conduct research. After obtaining

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45 Dira Oktaviana @______ The Effectiveness of Guided …

permission from the school, the researcher then experimental class and the control class, as
met the science teacher concerned to ask follows:
permission to research the class he was able to.
After obtaining permission, the researcher then Graph 4.1 Capability of image representation.
discusses several matters related to the conduct
of the study, such as interviews, observations,
and determining the research schedule, and
requests a list of students' names.
The results of this study are quantitative
data that is N-Gain data from the calculation of
the values pretest and posttest. The value of the
ability of image representation was obtained
from the test questions on the pretest and
posttest. Based on the results of the study, the Based on Graph 4.1 it can be seen that the
data is presented in tables and bar charts. Data results of the research data obtained from the N-
on the ability to represent students in the Gain calculations, the experimental class that
experimental class can be seen in Table 4.1. uses PhET-assisted guided inquiry learning
simulation with a percentage of 70%, while the
Table 4.1 Capability of Image Representation of control class data using conventional learning
Experiment Classes. with a percentage of 30%. It can be concluded
that guided inquiry learning with aided PhET
simulation is more effective in improving the
ability of the image representation of science
students in junior high compared to learning
using conventional models with a percentage
difference of 40%. One example of image
representation on vibration and wave material
Based on the above table it can be seen that used as research material is as follows:
the experimental class N-Gain of 0.7 or 70% is
included in the high category.
Data analysis of the results of image
representation research was also carried out in
the control class. Control data representation
capabilities of the control class can be seen in
Table 4.2.

Table 4.2 Capability Representation Image

Control Class. Figure 4.2 Spring with 1 vibration (O-B-O-
A-O)

The experimental class before the vibration

and wave material learning activities, the
average value pretest of image representation
was 3.3 and the average value of posttest
representation of images is 19.4. Meanwhile,
the average control class in the value pretest of
Based on the table above it can be seen that image representation is 1.4 and the average
the N-Gain value of the representation ability of value in posttest image representation is
the control class is 0.3 or 30%. Improvement of 7.8.values were Pretest and posttest obtained
the ability of the representation of control class from items that contained the ability to represent
images from the scores is pretest and posttest images, namely 1c, 2c, 3c, and 4c. From the data
included in the low category. From Tables 4.1 after being analyzed using N-Gain, the
and 4.2 graphs obtained N-Gain values experimental class experienced an increase in
represent the students' images from the value (g) with the implementation of guided
inquiry learning assisted by a PhET simulation

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of 70% with high criteria. Whereas the control can be concluded that guided inquiry learning
class did not experience an increase in value (g) assisted by PhET simulation in the experimental
by applying conventional learning by 30% with class is effective in improving the ability of
low criteria. image representation. Meanwhile, conventional
Analysis of the data from the results of learning in the control class is not effective in
research in the experimental class that the increasing the ability of image representation.
ability of representation of students' images These results are by research (Rais et al., 2020)
before being given most treatments is pretty which shows that guided inquiry learning with
good, but there are still many students who are PhET-assisted simulation is better for
still confused describing the problems given so improving students' understanding of science
that the solution of the picture problem is still concepts one of which is in the form of image
not optimal, then after being given treatment representation.
that is using guided inquiry learning PhET-
assisted simulation ability of drawing CONCLUSION
representation of experimental class students is Based on the results of the above research
increasing. By the results of the study (Agustina it can be concluded that guided inquiry learning
et al., 2020) states that guided inquiry learning assisted by PhET simulation is effective for
assisted by PhET simulation can improve the improving the ability of the representation of
ability to solve problems in the form of image science pictures of students in junior high
representation. That is because when learning schools. Guided inquiry learning with aided
activities students are required to analyze the PhET simulation was considered more
results and draw their conclusions with the interesting and had higher effectiveness in the
guidance of the teacher who is only a facilitator Normalized N-Gain test than conventional
in learning activities. By opinions (Hajrin, et al., learning with a score of 0.7 which was included
2019) in the guided inquiry learning model the in the high effectiveness category.
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