Objectives Operational Definition IMPLEMENTATION OF GUIDED INQUIRY TO IMPROVE STUDENTS MOTIVATION AND LEARNING OUTCOMES OF HUMAN RESPIRATORY SYSTEM FOR 11TH GRADE STUDENT SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2011/2012.

1.7. Operational Definition

Guided inquiry is the constructivist learning models which preserve guidance and intervention of teacher in inquiry process to make student learn the content and course concept by having them explores a question and develop and research a hypothesis. In this research, the guided inquiry was implemented in Human Respiratory System, and has been observed by using observation sheet. Student motivation is the level of student enjoyment to explore new information in learning. It was assessed by administered questionnaire. Learning outcomes is the thing that could be seen in two site, student and teacher. By student site, learning outcomes is the better development of student mental in cognitive, affective, and psychomotor domain after following learning process. From teacher site, learning outcomes is the moment when the material is had transferred well. In this research, it was assessed by pre test and post test. Human Respiratory System is the sub topic in Respiratory system which learn about the mechanism of the gas exchange O 2 and CO 2 in human body including the organs that compose the system, volume of lung, mechanism of gas exchange, also the disorderdisease occur in it. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions

Based on the results of research and discussion that has been described above, so the conclusions are: 1. The implementation of guided inquiry on human respiratory system was conducted in four cycles. Each cycle consists of planning, action, observing, and reflection phase. The core activity in this research was the students determined the hypothesis thus prove it through experiment. In the first cycle the student was discussed about the mechanism of chest and abdominal breathing. In second cycle, the students focus on the lung volume and continued in third cycle by the factors affecting the respiration rate. In the last cycle the students discussed about the effect of cigarettes to lung healthiness. The datum was collected by using achievement test, observation by the observer, questionnaire, and worksheet. 2. The implementation of guided inquiry of human respiratory system improved students’ motivation at class XI IPA 6 SMA Negeri 1 Tebing Tinggi academic year 20112012 with category high average score 4.03. 3. The implementation of guided inquiry improved students’ learning outcomes at class XI IPA 6 SMA Negeri 1 Tebing Tinggi academic year 20112012 with the classical completeness 94.12 in fourth cycle and average 82.05. 4. The implementation of guided inquiry improved students’ learning activity at class XI IPA 6 SMA Negeri 1 Tebing Tinggi academic year 20112012 with activity category very active, active, and fair with percentage 97.06 in fourth cycle.

5.2. Recommendations Recommendations after conducted this research are:

1. The teacher should set specific learning instruments that can be done outside of class time to overcome the perceived lack of time allocation in implementing guided inquiry models. 2. The teacher need to be actively provide guidance to the student in the learning process and try to stimulates the student to develop simple procedure by their own, in which students will be more involved in the process of learning by doing their own experiments to prove their hypothesis or prediction. 3. Further research about the implementation of guided inquiry in different topic need to be done. REFERENCES Alberta Learning., 2004, Focus on Inquiry : Teacherr’s Guide to Implementing Inquiry based Learnig, Alberta Education, Edmonton, AB. Anggreini, Sri., 2009, Kemampuan Melakukan Inkuiri Bebas dan Dampaknya terhadap Sikap Ilmiah dari Calon Guru Biologi, Jurnal, FMIPA-UPI, Bandung. Arikunto, S., 2005, Dasar-dasar Evaluasi Pendidikan, Edisi Revisi, Penerbit Bumi Aksara, Jakarta. Arikunto, S., 2002, Prosedur Penelitian Suatu Pendekatan Praktek, Rineka Cipta, Jakarta. Center for Faculty Excellent, 2009, Classroom Activities for Active Learning. University of North Carolina at Chapel Hill, North Carolina. Diah, Kurniawati., 2012, Penerapan Strategi Pembelajaran Inkuiri Terbimbing Guide Inquiry Sebagai Upaya Meningkatkan Hasil Belajar IPA Biologi Materi Struktur Dan Fungsi Jaringan Pada Tumbuhan Siswa Kelas VIIIB SMP Muhammadiyah 5 Surakarta Tahun Ajaran 2011201,. Skripsi thesis, Universitas Muhammadiyah Surakarta. Dimyati and Mudjiono., 2006, Belajar dan Pembelajaran, Rineka Cipta, Jakarta. Endahsari, Triana., 2009, Penerapan Pembelajaran Inkuiri Terbimbing melalui Pembelajaran Kooperatif GI Group Investigation untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Siswa Kelas X-1 SMA Negeri 2 Malang. Skripsi, Program Studi Biologi Jurusan Biologi FMIPA Universitas Negeri Malang. Ferdinand, Fiktor., 2009, Praktis Belajar Biologi, Depdiknas, Jakarta. Firmansyah, Rikky. Agus Mawardi, M. Umar Riandi., 2009, Mudah dan Aktif Belajar Biologi, Depdiknas, Jakarta. Joyce, Bruce., 2003, Models of Teaching Fifth Edition, Prentice Hall of India, New Delhi. Keller, John., 2000, How To Integrate Learner Motivation Planning Into Lesson Planning : The ARCS Model Approach, Paper, Florida State University, USA.