THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN CLASS XI SEMESTER II SMA NEGERI 13 MEDAN ACADEMIC YEAR 2015/2016.

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN

CLASS XI SEMESTER II SMA NEGERI 13 MEDAN A C A D E M I C Y E A R 2 0 1 5 / 2 0 1 6

By

Rini Yanti Sinaga ID. Number. 4123322013

Bilingual Physics Education Study Program

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

MEDAN 2016

BIOGRAPHY

Rini Yanti Sinaga was born in lbn simbolon , on January 12nd 1993. Father’s name is Alden Paternus Sinaga dan mother’s name is Rinda br. Simbolon and she is the first of seven sibling. In 2000 the author entered SD Negeri Inpres Buhit and graduated in 2006. In 2006, the author continued his education in SMP Swasta Nasrani Medan, and graduated in 2009. In 2009, the author continued her education to SMA Swasta YAPIM Medan, and graduated in 2011. In 2012, the author was accepted in Physical Education Studies Program in Department of Physics, Faculty of Mathematics and Science in State University of Medan.

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THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN

CLASS XI SEMESTER II SMA NEGERI 13 MEDAN ACADEMIC YEAR 2015/2016

RINI YANTI SINAGA (Reg. Number 4123322013) ABSTRACT

This research aims to determine The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic Year 2015/2016.

This research is a quasi-experimental. The instruments that used in this research was 10 essay test that have been pass validity test. The population on this research were all students of class XI SMA Negeri 13 Medan while the sample that taken was two classes define by cluster random sampling, that is XI-5 and XI-3 where XI-XI-5 as the experimental class taught with Scientific Inquiry Learning Model and XI-3 as control class was taught with conventional learning.

There are two kinds of research data that is in form of learning outcomes and observation of student activity. The data on learning outcomes was begins with normality and homogeneity test. Normality test results of both samples are normally distributed. Homogeneity test results of both samples come from a homogeneous population. Hypothesis test result for post-test data using one tail is tcount > ttable = 6.70 >1.66 with significance level α = 0.05. The average results of students learning outcomes on experiment class was 84 while the control class was 59. Result of student activity also showed student in experiment class has good collaboration, responsibility, and activeness.

So it can be concluded that the students’ learning outcome using scientific inquiry learning model is better than conventional learning and experiment class more active than control class in Static Fluids topic at class XI SMA Negeri 13 Medan academic year 2015/2016.

PREFACE

The author says the great praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time. This thesis entitled ” The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic Year 2015/2016”. This thesis was prepared to obtain a Bachelor's degree of Physics Education (Sarjana Pendidikan Fisika), Faculty of Mathematics and Natural Science in State University of Medan.

On this occasion the author likes to thank Mr Dr. Eidi Sihombing, M.S as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis. Thanks also to Prof. Dr. Sahyar, M.S, M.M, Dr. Ridwan A. Sani, M.Si, and Drs. Jonny H Panggabean, M.Si, who have provided many advices and suggestions in completing this thesis. Thanks also to Dr. Rahmatsyah, M.Si as my academic Supervisor Thanks also for all Mr. and Mrs. lecturers and staff employees of Physics Department, Faculty of Mathematics and Natural Science in State University of Medan.

State University of Medan who have encourage the writer during the studying process. Sincere appreciation was also presented to Mr Laris Sitanggang and Mrs Maria teachers SMA Negeri 13 Medan and students of SMA Negeri 13 Medan who had helped the author during the implementation of this research. Especially, author also would say thanks to my great lovely father Alden sinaga, my great lovely mother Rinda Simbolon, my great sisters Rani, Remaya, Rescika, my brothers Roy, Rizal, Rajumi all my family, and thanks also Rince simanjuntak, Zetty Tampubolon, Harmoni choir, Bilingual Physics Education grade 2012, Dian, Dwira, Debora, Novianti, Novita, Reni, Rohani, who have given the spirits, motivations, loves, advices to the author.

The author has endeavored as much as possible in completing this thesis, but the author is aware there are many mistakes either in terms of content or grammar, then the author welcome for any suggestions and constructive criticism

v

from readers for this thesis perfectly. The author hopes the contents of this paper would be useful in enriching the repertoire of knowledge.

Medan, July 2016 Author,

iii

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN

CLASS XI SEMESTER II SMA NEGERI 13 MEDAN ACADEMIC YEAR 2015/2016

RINI YANTI SINAGA (Reg. Number 4123322013) ABSTRACT

This research aims to determine The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic Year 2015/2016.

This research is a quasi-experimental. The instruments that used in this research was 10 essay test that have been pass validity test. The population on this research were all students of class XI SMA Negeri 13 Medan while the sample that taken was two classes define by cluster random sampling, that is XI-5 and XI-3 where XI-5 as the experimental class taught with Scientific Inquiry Learning Model and XI-3 as control class was taught with conventional learning.

There are two kinds of research data that is in form of learning outcomes and observation of student activity. The data on learning outcomes was begins with normality and homogeneity test. Normality test results of both samples are normally distributed. Homogeneity test results of both samples come from a homogeneous population. Hypothesis test result for post-test data using one tail is tcount > ttable = 6.70 >1.66 with significance level α = 0.05. The average results of students learning outcomes on experiment class was 84 while the control class was 59. Result of student activity also showed student in experiment class has good collaboration, responsibility, and activeness.

So it can be concluded that the students’ learning outcome using scientific inquiry learning model is better than conventional learning and experiment class more active than control class in Static Fluids topic at class XI SMA Negeri 13 Medan academic year 2015/2016.

iv

PREFACE

The author says the great praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time. This thesis entitled ” The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic Year 2015/2016”. This thesis was prepared to obtain a Bachelor's degree of Physics Education (Sarjana Pendidikan Fisika), Faculty of Mathematics and Natural Science in State University of Medan.

On this occasion the author likes to thank Mr Dr. Eidi Sihombing, M.S as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis. Thanks also to Prof. Dr. Sahyar, M.S, M.M, Dr. Ridwan A. Sani, M.Si, and Drs. Jonny H Panggabean, M.Si, who have provided many advices and suggestions in completing this thesis. Thanks also to Dr. Rahmatsyah, M.Si as my academic Supervisor Thanks also for all Mr. and Mrs. lecturers and staff employees of Physics Department, Faculty of Mathematics and Natural Science in State University of Medan.

State University of Medan who have encourage the writer during the studying process. Sincere appreciation was also presented to Mr Laris Sitanggang and Mrs Maria teachers SMA Negeri 13 Medan and students of SMA Negeri 13 Medan who had helped the author during the implementation of this research. Especially, author also would say thanks to my great lovely father Alden sinaga, my great lovely mother Rinda Simbolon, my great sisters Rani, Remaya, Rescika, my brothers Roy, Rizal, Rajumi all my family, and thanks also Rince simanjuntak, Zetty Tampubolon, Harmoni choir, Bilingual Physics Education grade 2012, Dian, Dwira, Debora, Novianti, Novita, Reni, Rohani, who have given the spirits, motivations, loves, advices to the author.

The author has endeavored as much as possible in completing this thesis, but the author is aware there are many mistakes either in terms of content or grammar, then the author welcome for any suggestions and constructive criticism

from readers for this thesis perfectly. The author hopes the contents of this paper would be useful in enriching the repertoire of knowledge.

Medan, July 2016 Author,

vi

CONTENTS

Page

Legitimation Sheet i

Biography ii

Abstract iii

Preface iv

Contents vi

List of Figures viii

List of Tables ix

List of Appendixes x

CHAPTER I : INTRODUCTION 1

1.1. Background 1

1.2. Identification of Problems 5

1.3. Limitation Problem 6

1.4. Formulation of The Problem 6

1.5. Research Objectives 6

1.6. Benefit research 6

CHAPTER II: LITERATURE REVIEW 7

2.1. Theorical Framework 7

2.1.1. Understanding Learning 7

2.1.2. Understanding Learning Model 9

2.1.3. Learning Outcomes 10

2.1.4. Learning by Learning Inquiry Scientific Model 10

2.1.4.1. Defenition of Inquiry Scientific Model 10

2.1.4.2. The purpose of Inquiry Scientific Model 12

2.1.4.3. The implementation of Inquiry Learning 13

2.1.4.4. Advantages of Learning Inquiry 15

2.1.4.5. The Weakness of Learning Inquiry 16

2.1.5. Sosial System 17

2.1.6. Conventional Laerning 17

2.1.6.1. Understanding Conventional Learning 17

2.1.6.2. Advantage of conventional learning 18

2.1.6.3. The Weakness of Conventional Learning 18

2.1.7. Learning materials 19

2.2. Conceptual Learning 39

2.3. Research Hypothesis 40

CHAPTER III : RESEARCH METHODOLOGY 41

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3.2. Population and Sample of Research 41

3.2.1. Population of Research 41

3.2.2. Sample of Research 41

3.3. Variable of research 41

3.3.1. Independent Variable 41

3.3.2. Dependent Variable 41

3.4. Type and Design of Research 41

3.4.1. Type of Research 41

3.4.2. Design of Research 42

3.5. Procedure of Research 42

3.6. Instrument of Research 44

3.6.1. Instrument I of Student Result 44

3.6.2. Instrument II Observations About the Student Activities 45

3.7. Technique of Data Analysis 46

3.7.1. Determine the Average Value and standard Deviation 47

3.7.2. Test of Normality 47

3.7.3. Test of Homogeneity 48

3.7.4. Test of Hypothesis 49

3.7.4.1. Test Student Ability to Pretest 49

3.7.4.2. Test Student Ability to Posttest 50

CHAPTER IV RESULT AND DISCUSSION 4.1 Result of Research 51 4.1.1. Result of Pre-test and Post-test Data 51

4.1.2. The Students Learning Outcomes 53

4.1.3. Data Analysis 53

4.1.3.1. Normality Test 54

4.1.3.2. Homogeneity Test 54

4.1.3.3. Hypothesis Test 54

4.2 Discussion 55

CHAPTER V CONCLUSION AND SUGGESTION 5.1. Conclusion 58

5.2. Suggestion 58

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TABLE LIST

Table 2.1 Syntax Inquiry Model 16

Table 2.2 Value Multiple Fluid Surface Tension 35

Table 3.1 Design of Research 42

Table 3.2 Table Grating Learning Outcomes in the Material Fluid Static 44

Table 3.3 Criteria Ability Student 45

Table 3.4 Standard Student Activity 46

Table 4.1 Pretest Result 51

Table 4.2 Post-Test Result 52

Table 4.3 Normality Test in Pre-test and Post Test Data 54

Table 4.4. _{Homogeneity Test in Post Test Data 54}

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LIST OF FIGURE

Figure 2.1 Learning Outcomes of Inquiry Scientific Model 17

Figure 2.2 Fluid can consider consists of several layers 20

Figure 2.3 Pressure on base of three are same 22

Figure 2.4 Nanometer Closed 22

Figure 2.5 Barometer 23

Figure 2.6 Working Principle of Hydraulic Jack 24

Figure 2.7 Floating 26

Figure 2.8 Drift 27

Figure 2.9 Sink 28

Figure 2.10 Hydrometer 29

Figure 2.11 Pontoon Bridge 31

Figure 2.12 The principle of float and sink in a submarine 32

Figure 2.13 Air Baloon 32

Figure 2.14 Surface Tention 33

Figure 2.15 Evidence of Surface Tension 34

Figure 2.16 Air moistened Glass Wall 36

Figure 2.17 Cohesion and Adhesion 36

Figure 2.18 Symptoms Capillarity 37

Figure 2.19 Analysis capillary symptoms 38

Figure 2.20 The Forces Acting On The Object Moving In A Fluid 41

Figure 4.1.Distribution of pretest result 52

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LIST OF APPENDIX

Page

Appendix 1. Lesson Plan I ………..……… 61

Appendix 2. Lesson Plan II ………..………….. 70

Appendix 3. Experiment Worksheet I ……….83

Appendix 4. Experiment Worksheet II ...……….... 85

Appendix 5. Post-test and Pre-test Question ……….……….… 88

Appendix 6. The Lattice of Research Instrument of Static Fluid …………...…… 91

Appendix 7. Result of Pre-test in Control Class …………...………... 99

Appendix 8. Result of Post-test in Control Class ………... 100

Appendix 9. Result of Pre-test in Experiment Class …………..…………..…… 101

Appendix 10. Result of Post-test in Experiment Class ………..………... 102

Appendix 11. Calculation of Average Value and Deviation Standard …………... 103

Appendix 12. Calculation of Normality Test …...……….………...… 106

Appendix 13. Calculation of Homogeneity Test ……….….………..……… 110

Appendix 14. Calculation of Hypothesis Test ….…...……….………..……. 112

Appendix 15. List of Critical Value for Lilifors ……….……..……….. 115

Appendix 16. Table of Region Under Normal 0 To z …………..……….. 116

Appendix 17. Table of F-distribution ...117

Appendix 18. List of percentil of value t-diftribution ... 119

CHAPTER I Introduction 1.1 Background

Education is one of the manifestations of human culture that is dynamic and full development. Therefore, changes or educational development is something that should happen aligned with the changing culture of life. Changes in the sense of improving education at all levels need to be continuously being done in anticipation of future interests.

Education that can support the future development is education that develops the potential of learners, such that he would be able to face and solve life's problems that it faces. Education should touch the conscience of the potential and the potential competence of learners. The educational concept was even more important when a person has to enter the life in the community, because he should be able to apply what is learned in school to deal with problems encountered in daily life today and tomorrow. Education that can support the future development is education that develops the potential of learners, such that he would be able to face and solve life's problems that it faces. Education should touch the conscience of the potential and the potential competence of learners. The educational concept was even more important when a person has to enter the life in the community, because he should be able to apply what is learned in school to deal with problems encountered in daily life today and tomorrow.

Improving the quality of human resources is also one that should be implemented, especially in the moment of globalization era that demands a readiness to compete. The field of education plays a very strategic because it is one vehicle for achieving quality human resources. Therefore, it is supposed to when the construction of the education sector is a top priority that must be done.

The main problem in adult education is still low absorptive capacity of the learners. It appears from the average value of the study of students who always still cause for concern, which is one example of physics. Based on the authors' experience in SMAN 13 Medan, there are some problems found in learning physics. The views of students about the physics lessons were poor and often

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becomes a very frightening specter for them, they are mostly found that physics is a very difficult lesson, filled with formulas, and many abstract concepts. By the time work on the problems most students do not know what to wear formula that is in use, so one might think that physics is a difficult subject.

The facts show that learners are less able to relate the lessons that have been obtained from the teacher into everyday life. This is related to the lack of practice over theory learned and laboratory use are not effective in school. Moreover there is no supporting media such as audio-visual learning is used in learning.

There are many factors that lead to student learning outcomes is low, such the habit of students learn only receive information from the teacher without knowing what the meaning of that information so that students feel bored in learning physics, lack of interest in learning physics in which it is seen when students often complain when will learn physics and the submission of the teachers in teaching less attractive where teachers often do a lecture, although sometimes teachers do different methods such as demonstrations and discussion method. This may be due to the teaching of physics served only focuses on knowing the concepts, laws, principles and theories without connecting material learned in everyday life.

Basically, students may not be suitable learning methods so that students are not so able to follow the lessons of physics. The learning method like this makes students saturated and assume that physics is a subject which is very difficult to understand, abstract, boring so the lesson is not much liked by the students, so that the situation and learning conditions are a lot of students are less active and less participation in learning and the effect on the rate student achievement should be less than optimal.

In fact at the time the author conducted a test in SMAN 13 Medan, there are many students that learning outcomes have not reached the value minimal completeness criteria. Minimal completeness criteria is 75, therefore, the use of learning models such as this is one factor should change in the moment learning

system, especially in physics. In this case, the students still think that physics is difficult.

In connection with the above problems, it is an alternative that can be used to overcome this problem is by using a model of inquiry learning. Because in this model the main goal of learning activities are: (1) the maximum student involvement in the process. (2) focused its activities in logical and systematic learning objectives, and (3) develop a confident attitude of students about what was found in the proceedings.

According to Sanjaya states that the inquiry learning takes students to a subject that contains puzzles. The issue presented is a question that challenges students to solve the puzzle. Students are encouraged to look for the right answer. Through this process students will gain valuable experience in an effort to develop mentally through the process of thinking. According to Joyce (2009: 349) students in class where students act as investigators should be able to solve the problem and besides that student have the knowledge and skills. According Trianto acquired knowledge and skills students are expected not from the results given set of facts, but the result of finding themselves. Teachers should always design the program find, whatever the material being taught. According Trianto (2009: 314) learning begins with the problems described teachers, where students can be encouraged to explain why a phenomenon occurs and students can share or exchange data with the completion of another student.

In inquiry-based science education, children become engaged in many of the activities and thinking processes that scientists use to produce new knowledge. Science educators encourage teachers to replace traditional teacher-centered instructional practices, such as emphasis on textbooks, teachers, and scientific facts, with inquiry-oriented approaches that (a) engage student interest in science, (b) provide opportunities for students to use appropriate laboratory techniques to collect evidence, (c) require students to solve problems using logic and evidence, (d) encourage students to conduct further study to develop more elaborate explanations, and (e) emphasize the importance of writing scientific explanations on the basis of evidence. Sandoval & Reiser(2004) pointed out in order to build

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the inquiry-based classroom environment must construct a community of practice like the scientists work. In authentic inquiry-based activities, the students take action as scientists did, experiencing the process of knowing and the justification of knowledge. (Abdi Ali ,2004:37)

Inquiry based learning is defined as the process of learners creating meaningful and useful knowledge from knowledge at-hand by asking question, drilling, and analyzing the knowledge. In the learning environments where inquiry based learning take place, students perform the experiments and the activities individually or in groups, and thus it is made sure that knowledge becomes more meaningful and more permanent. In this process, student tries to respond to the problems to be answered or solved with their research which they construct trough active participation. (Bayram 2013:989)

Learning model in accordance with the characteristics of the learning material and the character of the students in the class should provide a greater contribution to the development of student learning. Therefore, the concepts in the learning material a lot of abstract geometry in this case it is realized that there needs to be related to the daily life of students, as well as the situation of students of different cognitive abilities, so in this study used a model of structured inquiry-based learning approach. Inquiry structured approach used in this study is expected to help students improve their understanding of the concept of geometry. In addition, structured inquiry approach is also expected to develop intellectual thinking skills and other skills such as asking questions and finding answers originated skills of their curiosity. Thus they will be familiar such as rigorous science, diligent, objective, respect the opinions of others and creative (Salim 76:2015)

According to this model, “after a period of practice in teacher–structured inquiry session’s student can undertake inquiry in more student–controlled settings. A stimulating event can be set up in the room, and students can inquire on their own or in informal groups, alternating between open-ended inquiry sessions and data gathering with the aid of resource materials.”(Siddiqui 109:2013)

The inquiry phases shifted throughout the students’ investigations, but the Consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science (Marianne 275:2013) Inquiry provides support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students’ conceptual learning.

Based on the background of the above problems, the authors conducted the study by taking the title ”The Effect Of Inquiry Scientific Learning Model On Student scientific Knowledge Of Static Fluid In Class XI Semester II SMA Academic Year 2015/2016”

1.2 Identification of Problems

Based on the background of the problems described above, we can identify issues relevant to the research include:

1. Student learning outcomes have not reached the CCM is determined that 7.5 2. Less varied learning methods which result in the student not understand the

students' learning.

3. Teachers are not able to optimize the use of media. 4. The teaching materials used are still unfavorable.

5. Lack of knowledge of students about the concept of physics. 6. Students have the opinion that physics is a difficult subject. 7. Learning leads to teacher centered learning process.

8. Activities of students in the class are still lacking.

9. Lack of cooperation and the level of creativity of students in learning physics. 10. Teachers are more stressed the students to focus on the concept and formula

6

1.3 Limitation Problem

Given the extent of the problem it is necessary to limitations in this study as follows:

1. Learning model in use is the inquiry Learning Model 2. The subjects studied are students

3. The subject matter used in the study is a static fluid

4. The device includes learning, teacher books, lesson plans, and grating tests.

1.4 Formulation of the problem

Based on the boundary problem, the problem in this research is: 1. What learning outcomes of students using inquiry learning model.

2. How does the activity of students in the class using scientific inquiry learning model.

3. Is there any effect on student learning outcomes using by scientific inquiry learning model.

1.5 Research Objectives

The purpose of this research was conducted, namely:

1. To determine the learning outcomes of students using inquiry learning model. 2. To determine the learning activities of students in class using inquiry learning

model.

3. To determine the effect of inquiry learning model for the creativity of students learning.

1.6 Benefits Research

The expected benefits of this research are:

1. As the information materials for teachers and prospective teachers in selecting a learning model that suits the subject matter.

2. For information materials for teachers and prospective teachers in selecting appropriate learning model to enhance students' creativity.

CHAPTER V

CONCLUSION AND SUGGESTION 5.1. Conclusion

1. The results of student learning outcomes using Scientific Inquiry Learning is greater than using conventional

2. Student’s activity as long as using scientific inquiry learning model is increased,

from the first meeting until the second meeting. The category of students’ activity is good.

3. The results of student learning as a result of the effect of Scientific Inquiry Learning Model on Student Scientific Knowledge are better than effect conventional learning on the subject of static fluid Class XI SMAN 13 Medan Semester II Academic Year 2015/2016.

5.2. Suggestion

For the next researcher should consider the problems to be presented to the students to match the achievement of the expected the indicators of material researched. Can elaborate learning more attractive and simple as well as like application of a game in learning to improve the student’s attractiveness to the static fluid topic. Before applying Scientific Inquiry Learning Model, observe condition and quality of knowledge of student, school facilities, and time; and try to use this model in learning process by team teaching, because of it is hard to control all activity of student by using this model lonely.

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REFERENCES

Abdi ,ali. (2014), The effect of inquiry-based learning method on students’ academic achievement in science course, Universal Journal of Educational Research, 2(1), 37-41.

Bayram.,zeki. (2013), Effect of inquiry based learning methode on students’ motivation, Elsevier, Vol.106:988-996.

Cutnell, john. (2001). Physic. India: John Wiley.

Djamarah., Syaiful Bahri. (2002). Strategi Belajar Mengajar. Jakarta : Rineka Cipta.

Giancoli., Douglas. (1985). Physics. United States of America: Prentice Hall. Joyce, (2003). Models Of Teaching. New delhi: Printice Hall.

Judith S, Lederman., NormanG, Lederman. (2014), Meaningful Assessment of Learners’ Understandings About Scientific Inquiry—TheViews About Scientific Inquiry (VASI) Questionnaire, Journal Of Research In Science Teaching, Vol. 51:65-83.

Marianne., odegaard. (2015). A classroom video study of the challenges and support in an integrated inquiry and literacy teaching model, Elsevier, Vol. 167. 274 – 278.

Nuffield Foundation. (2013). Nuffield Practical Work for Learning: Model-based

inquiry General introduction. downloaded from

www.nuffieldfoundation.org

Palupi., dwi setia. (2009). Fisika Untuk SMA dan MA Kelas XI. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

Salim, kalbin., Dayang hjh tiawa. (2015). Implementation of structured inquiry based model learning toward students’ understanding geometry, International Journal of Research In Education and Science (IJRES),(1)1. 75-83.

Sanjaya, wina. (2006). Strategi Pembelajaran, Jakarta: kencana.

Siddiqui, mujibul hasan. (2013). Inquiry training model of teaching : a search of learning, International Journal of Scientific Research, Vol.2.108-110.

Trianto, (2013). Model Pembelajaran Terpadu, Jakarta : Bumi Aksara. Sudjana, (2005). Metoda Statistika, Bandung: Tarsito.

4

the inquiry-based classroom environment must construct a community of practice like the scientists work. In authentic inquiry-based activities, the students take action as scientists did, experiencing the process of knowing and the justification of knowledge. (Abdi Ali ,2004:37)

Inquiry based learning is defined as the process of learners creating meaningful and useful knowledge from knowledge at-hand by asking question, drilling, and analyzing the knowledge. In the learning environments where inquiry based learning take place, students perform the experiments and the activities individually or in groups, and thus it is made sure that knowledge becomes more meaningful and more permanent. In this process, student tries to respond to the problems to be answered or solved with their research which they construct trough active participation. (Bayram 2013:989)

Learning model in accordance with the characteristics of the learning material and the character of the students in the class should provide a greater contribution to the development of student learning. Therefore, the concepts in the learning material a lot of abstract geometry in this case it is realized that there needs to be related to the daily life of students, as well as the situation of students of different cognitive abilities, so in this study used a model of structured inquiry-based learning approach. Inquiry structured approach used in this study is expected to help students improve their understanding of the concept of geometry. In addition, structured inquiry approach is also expected to develop intellectual thinking skills and other skills such as asking questions and finding answers originated skills of their curiosity. Thus they will be familiar such as rigorous science, diligent, objective, respect the opinions of others and creative (Salim 76:2015)

According to this model, “after a period of practice in teacher–structured inquiry session’s student can undertake inquiry in more student–controlled settings. A stimulating event can be set up in the room, and students can inquire on their own or in informal groups, alternating between open-ended inquiry sessions and data gathering with the aid of resource materials.”(Siddiqui 109:2013)

The inquiry phases shifted throughout the students’ investigations, but the Consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science (Marianne 275:2013) Inquiry provides support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students’ conceptual learning.

Based on the background of the above problems, the authors conducted the study by taking the title ”The Effect Of Inquiry Scientific Learning Model On Student scientific Knowledge Of Static Fluid In Class XI Semester II SMA Academic Year 2015/2016”

1.2 Identification of Problems

Based on the background of the problems described above, we can identify issues relevant to the research include:

1. Student learning outcomes have not reached the CCM is determined that 7.5 2. Less varied learning methods which result in the student not understand the

students' learning.

3. Teachers are not able to optimize the use of media. 4. The teaching materials used are still unfavorable.

5. Lack of knowledge of students about the concept of physics. 6. Students have the opinion that physics is a difficult subject. 7. Learning leads to teacher centered learning process.

8. Activities of students in the class are still lacking.

9. Lack of cooperation and the level of creativity of students in learning physics. 10. Teachers are more stressed the students to focus on the concept and formula

6

1.3 Limitation Problem

Given the extent of the problem it is necessary to limitations in this study as follows:

1. Learning model in use is the inquiry Learning Model 2. The subjects studied are students

3. The subject matter used in the study is a static fluid

4. The device includes learning, teacher books, lesson plans, and grating tests.

1.4 Formulation of the problem

Based on the boundary problem, the problem in this research is: 1. What learning outcomes of students using inquiry learning model.

2. How does the activity of students in the class using scientific inquiry learning model.

3. Is there any effect on student learning outcomes using by scientific inquiry learning model.

1.5 Research Objectives

The purpose of this research was conducted, namely:

1. To determine the learning outcomes of students using inquiry learning model. 2. To determine the learning activities of students in class using inquiry learning

model.

3. To determine the effect of inquiry learning model for the creativity of students learning.

1.6 Benefits Research

The expected benefits of this research are:

1. As the information materials for teachers and prospective teachers in selecting a learning model that suits the subject matter.

2. For information materials for teachers and prospective teachers in selecting appropriate learning model to enhance students' creativity.

greater than using conventional

2. Student’s activity as long as using scientific inquiry learning model is increased, from the first meeting until the second meeting. The category of students’ activity is good.

3. The results of student learning as a result of the effect of Scientific Inquiry Learning Model on Student Scientific Knowledge are better than effect conventional learning on the subject of static fluid Class XI SMAN 13 Medan Semester II Academic Year 2015/2016.

5.2. Suggestion

For the next researcher should consider the problems to be presented to the students to match the achievement of the expected the indicators of material researched. Can elaborate learning more attractive and simple as well as like application of a game in learning to improve the student’s attractiveness to the static fluid topic. Before applying Scientific Inquiry Learning Model, observe condition and quality of knowledge of student, school facilities, and time; and try to use this model in learning process by team teaching, because of it is hard to control all activity of student by using this model lonely.

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