Penerapan Inquiry-Based Learning untuk Meningkatkan Hasil Belajar Siswa pada Materi Ekosistem di SMP Negeri 1 Kambowa
DOI:
https://doi.org/10.35326/penalogik.v3i2.7632Keywords:
Inquiry-Based Learning, Hasil Belajar, Ekosistem, Partisispasi Siswa, Pembelajaran BiologiAbstract
Penelitian ini bertujuan untuk mengevaluasi efektivitas model Inquiry-Based Learning (IBL) dalam meningkatkan hasil belajar dan keterlibatan siswa pada materi ekosistem di SMP Negeri 1 Kambowa. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 21 siswa kelas VII A. Data dikumpulkan melalui tes hasil belajar dan lembar observasi aktivitas siswa dan guru.Hasil penelitian menunjukkan peningkatan signifikan pada nilai rata-rata siswa dari 50 (pra-tindakan) menjadi 66 pada siklus I, dan meningkat lagi menjadi 77 pada siklus II. Persentase ketuntasan belajar juga mengalami peningkatan, dari 38% pada tahap awal menjadi 66,7% di siklus I, dan mencapai 85,7% di siklus II. Selain itu, observasi aktivitas menunjukkan keterlibatan siswa meningkat dari 69% menjadi 94,4%, dan efektivitas guru naik dari 70% menjadi 93%.Temuan ini membuktikan bahwa IBL efektif dalam mendorong pemahaman konseptual, keterampilan berpikir kritis, serta partisipasi aktif siswa dalam pembelajaran. Oleh karena itu, IBL direkomendasikan sebagai strategi pembelajaran yang relevan untuk meningkatkan kualitas pendidikan biologi, khususnya pada topik yang bersifat kompleks dan menuntut pendekatan investigatif.
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