CRITICAL JOURNAL REPORT

WRITTEN BY:
AULIA RAMADHANI (4171121003)
DITA NATALIA SIMAMORA (4171121007)
INDAH LESTARI (4171121014)
MARGARETHA TRI ULINA PANJAITAN (4171121017)
CLASS: BILINGUAL PHYSICS 2017
GROUP: 2 (TWO)

PHYSICS DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2018
 PRIMARY

Praise the presence of God Almighty for all His grace so that this paper can be
arranged to completion. And i hope this paper can increase knowledge and experience for the
readers, For the future can improve the form and add the contents of the paper for the better.
Due to our limited knowledge and experience, i believe there are still many
shortcomings in this paper, therefore i am looking forward to constructive suggestions and
criticism from readers for the perfection of this paper.

Medan, October 15th 2018

Writters
 JOURNAL IDENTITY
1st Journal
Title : Pembelajaran IPA dengan Metode Inkuiri Terbimbing Menggunakan Laboratorium
Rill dan Virtuil Ditinjau Dari Kemampuan Memori dan Gaya Belajar Siswa
Journal : Journal Inkuiri
Volume : 1
Number : 3
Year : 2012
Writter : Sugeng Nugroho, Suparmi, Sarwanto

2nd Journal
Title : The Effect of Three Levels of Inquiry on the Improvement of Science Concept
Understanding of Elementary School Teacher Candidates Journal : Journal Inkuiri

Volume : Vol.11

Number : 2
Year : 2018
Writter : I Putu Artayasa , Herawati Susilo , Umie Lestari , Sri Endah Indriwati
 DISCUSSION
1st Journal
A. Introduction
Based on Minister of National Education Regulation No. 41 of 2007 concerning
process standards, including: planning of the learning process, implementation of the
learning process, assessment of learning outcomes, and supervision of the learning
process in primary and secondary education units throughout the jurisdiction of the
Republic of Indonesia. Changes to education must be made because the improvement
in the quality of education in Indonesia is still relatively low compared to other
countries. The low quality of education in Indonesia has an impact on the low quality
of its human resources. This is a challenge for the Indonesian people to immediately
improve the quality of human resources, one of which is to improve the quality of
education. The results of the 2007 science learning survey by TIMSS showed
"Indonesia is ranked 36 of the 48 countries involved, with a mean of 397 below the
average of all participants is 452 "(timss.bc.edu/timss2007/release.html) shows the
low quality of science learning in Indonesia, even much lower compared to Malaysia.
According to the results of the analysis of the low quality of education one of them is
caused by the number of teachers who lack or do not involve students actively in the
learning process in the classroom. Teachers still position themselves as subjects of
students' learning while learning objects. The success of the learning process can be
seen from the students' achievements. One method of learning that promotes active
students is the inquiry method. The method of inquiry is a method of learning that
steps students formulating problems, designing experiments, collect and analyze data
until make your own decisions. To design learning really media should be chosen
effective and efficient. Media used in physics science among them are laboratories.
Laboratory help students to understand conceptsphysics, provevarious concepts,and
do researchsimple. Science in physics, especially material need a lab in the agar
laboratory students better understand the material being taught. However, this is still
not completely conducted at Maospati 1 Public Middle School. In school this learning
on material is still done lecture. Learning in the laboratory requires preparation of
tools and materials as well difficulty in linking experimental results with a theory that
already exists when results the experiment does not match the results expected. The
concept of science in physics science lessons especially the light lesson material will
be very good if obtained through observation directly, because it is very close to life
everyday students. Other internal factors related with the learning process in the
laboratory learning styles possessed by students. Style every student in activity
reflects learning style. Therefore, if the teacher can Detect students in trends doing
activities, this will help the teacher in choose the method used.

B. Methods
This research was conducted in Public Middle School 1 Maospati in even semester
VIII year 2011/2012 teachings. Addressing Kraton Village Maospati District,
Magetan Regency East Java Province. Research carried out from October 2011 - June
2012. Research this uses the quasi-experimental method. The experimental group I
was taught by the method guided inquiry with laboratory media real and experimental
group II taught with guided inquiry method with the media a virtual laboratory. Data
collection is done by using tests to measure achievement cognitive learning, memory
ability questionnaire, and student learning style
C. Result and Discussion
1) interaction of guided inquiry methods using real laboratory media, virtual
laboratory, memory capability, and learning style towards cognitive achievement and
affective. Statistical test results of cognitive learning achievement shows the P-value
is worth 0.345 and achievement Affective learning shows value P-values 0.890. Based
on the results of the test decision, Ho accepted on cognitive and affective
achievement. this can be concluded that there is no interaction of guided inquiry
learning using real, and virtual laboratories, learning style memory skills towards
cognitive and affective achievement. .
2) student's memory ability have a significant effect on achievement learning in the
cognitive realm with the average 73.3 high memory and low memory average 69.0
but has no effect significant towards learning achievement in the real affective
3) learning style influences significant towards cognitive achievement and not affect
the achievement of affective learning student. Visual learning styles have an average
of 74.9 cognitive achievement is better than kinesthetic learning style with an average
of 68.7
4) there is no significant interaction between the use of real and virtual laboratories
memory ability towards learning achievement cognitive and affective students
5) there is interaction significant between guided inquiry learning using real and
virtual laboratories with learning styles towards learning achievement cognitive and
no interaction between guided inquiry learning uses real laboratory and virtuous
learning style towards affective learning achievement of students
6) none significant interaction between abilities memory with learning styles towards
achievement cognitive learning but no interaction significant towards students'
affective learning achievement. Relationship of memory ability to achievement
cognitive and affective learning is independent and not influence related to learning
styles
7) no significant interaction of inquiry learning guided by using a laboratory real and
virtuous, memory ability, and style learn about cognitive and affective achievement
student. Guided inquiry learning methods give the same effect on two the variables
that are shared by students are memory ability and learning style.

D. Conclusions
The conclusion of this study is between others as follows is inquiry learning guided
through a virtual laboratory and Real laboratories have a significant effect towards
cognitive learning achievement. with result average virtual laboratory cognitive
achievement. Recommendations for other researchers who delivered in this writing is
as the following: 1) science learning with the method guided inquiry using media real
and virtual laboratories are worth making alternative in developing learning
achievement students in class; 2) factors of memory ability and student learning style
should be be a factor worth considering in designing the learning process in the
classroom.
2nd Journal
A. Introduction
Science concept understanding is defined as the students’ cognitive ability in
understanding and mastering the science concepts through a phenomenon, event, object,
or activity related to the science material (Tursinawi, 2016). The level of the science concept
understanding of the teachers cannot be separated from the learning process at the university
where the teachers earned their titles (Akbar, 2010). In other words, the effectiveness of
science learning process of the teacher candidates in the universities has an effect on the level
of science concept understanding when they become teachers. Thus, it becomes a challenge for
universities to look out for effective learning strategies to improve the science concept
understanding of teacher candidates in order that they have good teaching science
performance when they become teachers (Kurniawan & Fadloli, 2016).
The biggest teachers’ involvement is in the demonstrated inquiry, and then it becomes
less and less in structured, guided, and open inquiry.
The research results show that the implementation of different levels of inquiry has an
effect on the development of different capabilities. According to Sadah and Zion (2009)
open inquiry students have a higher level of change criteria during inquiry (searching
literatures, generating new ideas, solving technical problems) and understanding of work
procedures. For testing which inquiry level is more effective, then the objective of this research
is to examine the differences of the effects of the implementation of structured, guided, and
open inquiry in increasing the science concept understanding of elementary school teacher
candidates.
B. Method
Research Design
The population of this research was the third semester students of
Elementary School Teacher Education (PGSD) of University of Mataram in the
academic year 2016/2017. The sample consisted of 154 students divided into four classes,
taken by cluster random sampling technique. The implementation of these three levels of
inquiry was done gradually to provide adaptation phase for the guided and open inquiry students
before they applied higher level of inquiry. All the three inquiry classes implemented
inquiry cycle based learning proposed by
Llewellyn (2013). Each cycle of inquiry began with the stages of (1) inquisition, asking
questions to be investigated, (2) acquisition, brainstorming possible answers to the
questions, (3) supposition, selecting answers to the questions to be tested, (4)
implementation, preparing the experimental work plans, (5) ) Summation, collecting data
and drawing conclusions, and ended with (6) exhibition, communicating the experimental
results.
C. Data Collection and Analysis
The data were collected from the scores of the pre-test and post-test of science concept
understanding. The pre-test was carried out in the first week of the research, while the
post-test was carried out at the end of the research that was the fourth week of
November 2016. The data were analyzed by using Analysis of Covariance (ANCOVA). The
ANCOVA prerequisite tests, namely the One-Sample Kolmogorov-Smirnov test was
performed to determine the normality of the data and Levene test was performed to
determine the homogeneity of the data variance.
 D. Findings
The observation results of the experiments done by students show that on the topic of
measurement and the topic of the substance and its changes, all classes had the same
experimental questions. All the experimental questions were made by the lecturers,
including on the open inquiry class on which they had not implemented an open inquiry
strategy on both topics. Based on the results of the research, the implementation of opena
hassignificant
effect on the improvement of students' science concept understanding, and the results are
significantly different from the implementation of structured and guided inquiry. In the
learning process, the open inquiry students start their experiments by making
experimental problems or questions, which are not done by the structured and guided
inquiry and traditional strategy students. The results of the interviews with the open inquiry
students found that they were more
challenged to generate experimental design ideas and were encouraged to make intense
cooperation to get the experiments done properly.
E. Conclusion
Based on the result of the research, it is concluded that the implementation of open
inquiry has significant different effect with the implementation of structured and guided
inquiry in improving students' science concept understanding. The implementation of
structured and guided inquiry has the same effect with the implementation of traditional
strategies in improving students' science concept understanding.

ADVANTAGES AND DISADVANTAGES JOURNAL

a. Advantages
1. The explanation in this journal is very good, everything is clearly
explained, the use of the language is very good, so the reader can quickly
understand what is meant by this research
2. The results of the research in this journal are presented very well, it is very
easy for the reader to read it
3. Use interesting and easy to understand the words

b. Disadvantages
1. There are many explanations about what and the purpose of this study so
that the reader is confused.
2. The implementation of structured and guided inquiry in this research was
based on one or two experimental questions on each of the experimental
topics, and this was different from the open inquiry which had more
experimental questions.
3. The implementation of structured and guided inquiry has the same effect
with the implementation of traditional strategies in improving students'
science concept understanding.
 CONCLUSION

The conclusion of this research was that the implementation of open inquiry has a significant
effect, while the implementation of structured and guided inquiry did not have a significant
effect on the increase of science concept understanding of elementary school teacher
candidates.
The conclusion of this study is between others as follows is inquiry learning guided through a
virtual laboratory and Real laboratories have a significant effect towards cognitive learning
achievement. with result average virtual laboratory cognitive achievement. Recommendations
for other researchers who delivered in this writing is as the following: 1) science learning
with the method guided inquiry using media real and virtual laboratories are worth making
alternative in developing learning achievement students in class; 2) factors of memory ability
and student learning style should be be a factor worth considering in designing the learning
process in the classroom.
 REFERENCES

Nugroho,Sugeng.Suparmi,Sarwanto.Pembelajaran IPA dengan Metode Inkuiri Terbimbing

Menggunakan Laboratorium Rill dan Virtuil Ditinjau Dari Kemampuan Memori dan Gaya
Belajar Siswa.2012Journal Inkuiri.Volume 1.No 3.Indonesia

Putu,I, Artayasa.Herawati Susilo.Umie Lestari.Sri Endah Indriwati.The Effect of Three Levels

of Inquiry on the Improvement of Science Concept Understanding of Elementary School
Teacher Candidates.2018.Vol.11 Number : 2

https://files.eric.ed.gov/fulltext/EJ1174934.pdf