Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
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CHAPTER III METHODOLOGY
This chapter describes how the research was conducted, the population and sample of the research, operational definitions, the instruments included inside the
research and the systematical steps of how to conduct this research in the form of procedure.
A. Research Method and Research Design
1. Research Method
The aim of this research is to investigate the current profile of students’ question in an inquiry laboratory activity, without
investigating the impact of inquiry-lab activity itse lf towards students’
achievement. Descriptive method was used in this research because the researcher tried to describe a certain variable in a given state Fraenkel
Wallen, 2007
2. Research Design
In this research, the researcher record information on self-designed protocols that helps the researcher to organize information reported by
participants to each question Creswell, 2012. Observation which is the process of gathering open-ended, firsthand information by observing
people and places at a research site was used in this research. The data was taken in the forms of recording transcription, and worksheet of
st udents’ work.
The implementation of inquiry-stage laboratory is divided into three stages; planning stage, experiment stage, and discussion stage.
Each stages follow the features of inquiry learning described by National Research Council 2000.
Table 3.1 Stages of Inquiry-Type Laboratory Stage
Learning Experience Inquiry Feature
Planning Stage 1.
Reading a short passage on the
worksheet Learner
engages in scientifically
Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
2. Writing down
questions based on their reading
3. Discussing an
investigative question to be answered
4. Designing an
experiment oriented
questions
Experiment Stage 1.
Conducting the designed experiment
2. Collecting data from
the experiment Learner gives
priority to evidence in
responding to questions
Discussion stage 1.
Discussing the result of the experiment
2. Concluding the result
3. Presenting their result
in front of the class Learner
formulate explanations
from evidence
Learner connects
explanations to scientific
knowledge Learner
communicates and justifies
explanations
At the planning stage, the students were given a short passage as a trigger for them to raise questions. They were given time to construct
and write down questions that went through their mind after reading the given passage. These questions were then written down by the students
on their worksheet. After finished writing down their questions, the group discussed a question as their investigative question to be
answered through an experiment. The experiment to answer their investigative question, is also established through this discussion.
At the experiment stage, students are required to conduct the experiment they previously designed in the planning stage. The
experiment is of course conducted after their experiment design has been approved by the teacher. At the discussion stage, students had
Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
finished working and observing in their designed experiment. It is the time where students generate a conclusion based on the data they have
collected at the experiment stage.
B. Population and Sample
