Jurnal Pendidikan Teori Penelitian dan Pengembangan · 2016 · 12 citations · 0 references
EducationScience EducationTeachingBiology EducationPedagogySecondary Science EducationBiology CurriculumBiology InstructionInquiry-based LearningProblem-solving ModelProblem-solving StrategiesScience PedagogyBiology PedagogyInquiry In Science EducationInquiry-based Biology InstructionInquiry-based Problem SolvingInquiry-based Science LearningReference Benchmark DevelopmentScientific Inquiry In BiologyStudent Inquiry Skills
The aim of this study is to obtain (1) description of the understanding level of high school teachers related biology learning tools through the Inquiry based learning model, (2) the solutions formulation to solve the problems of teachers solutions related to the development of Biology learning tools in high school, (3) description of the level of problem-solving skills of students related to learning biology-based Inquiry models, (4) the solutions formulation to solve the students problem solving skills related to Inquiry based biology learning model. The observation results of teachers and students problems were analyzed by descriptive qualitative showed that (1) the understanding level of teachers related inquiry based model of biology learning tools is still lacking, so its usage in the learning process has not done optimally, (2) Teachers have trouble in making learning tools. Therefore, teachers need a reference benchmark, mentoring activities and socialization in inquiry based learning model development, (3) Students are still difficult to solve problems in the learning process in the classroom, (4) lack of problem-solving skills students need to be addressed with the full guidance teacher to student related problem solving skills.