Identifikasi Kendala Siswa dalam Proses Pembelajaran Bounded Inquiry Lab pada Konsep Difraksi Cahaya

Ahmad Syarkowi; Sari Malinda

doi:10.20527/bipf.v6i3.5058

Identifikasi Kendala Siswa dalam Proses Pembelajaran Bounded Inquiry Lab pada Konsep Difraksi Cahaya

Ahmad Syarkowi, Sari Malinda

Abstract

Penelitian ini bertujuan untuk mengetahui apa saja kendala siswa dalam pembelajaran menggunakan model pembelajaran bounded inquiry lab pada konsep difraksi cahaya oleh kisi. Penelitian ini menggunakan desain kualitatif studi kasus dengan sampel penelitian sebanyak 5 orang siswa yang mengalami kendala dalam pembelajaran di salah satu SMA di kota Jambi. Instrumen penelitian berupa lembar observasi guru dan siswa, serta lembar wawancara. Kendala yang ditemukan dalam penerapan model pembelajaran ini diantaranya: 1). Siswa kesulitan menjawab pertanyaan variabel. 2). Siswa kesulitan dalam menentukan alat dan bahan untuk eksperimen, 3). Siswa kesulitan menentukan desain eksperimen, 4). Siswa kesulitan membuat grafik. Sehingga, ini akan berdampak pada jarak garis terang ke-n ke pusat terang (y) d, 5). Siswa kesulitan dalam merumuskan konsep secara sistematis. Dari hasil penelitian ini peneliti menyarankan untuk melakukan kegiatan pendahuluan sebelum kegiatan inkuiri serta pembiasaan kegiatan belajar yang melatihkan bernalar di kelas sehingga dapat meminimalisir kendala siswa dalam belajar.

This study aimed to identify what is the troubles of students in learning to use the bounded inquiry lab learning model on the concept of light diffraction by the grating. This study used a case study designed with a sample of 5 students that experienced problems in learning with one of the high schools in the city of Jambi. The research instrument was a teacher and student observation sheet, as well as an interview sheet. Troubles found in the implementation of this learning model such 1). Students had difficulty answering variable questions. 2). Students had difficulty in determining the tools and materials for experiments, 3). Students had difficulty determining the experimental design, 4). Students had difficulty draw graphs. Thus, this would have an impact on the bright nth distance from the center of light (y) d, 5). Students had difficulty in formulating the concept systematically. From the results of this study, researchers suggest conducting preliminary activities before inquiry activities and to familiarize learning activities that train reasoning ability in the classroom so as to minimize students' obstacles in learning.

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DOI: http://dx.doi.org/10.20527/bipf.v6i3.5058