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.

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By :

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ACKNOWLEDGEMENTS

Praise and sincerest gratitude be to Allah SWT, the almighty, for His immeasurable blessing, knowledge, opportunity, and ease her life, so that she has been finally able to accomplish her thesis.

This thesis is entitled: “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”. It is intended as one of the requirement to obtain the degree of Sarjana Pendidikan.

The completion of this thesis is nothing without the support of many people around and close to her. She would like to express her special heartfelt thanks to the people, individuals or groups, who provided constructive advice and comments for improvement.

Undying gratitude is expressed to her beloved parents, H. Raja Abidinsyah and Hj. Aminatun Zahriah, for their boundless love, attention, encouragement, and support all along her life. Especially when she faced the puzzling situation in the arrangement of this thesis, the amazing endorsement always sheds to her. So, she could stay on the track to overcome it.

She also indebted to her beloved uncle and aunty Zainul Arifin and Nia Umniaty for their support to study in biology bilingual. Brothers and sisters, Putri L. Hafizah, Raja M. Rizky B., Raja Suci R., Raja Nurul F., and Raja M. Akbar H. for their invaluable support when she conducted the research.

Earnest gratitude also extended to her thesis supervisor, Dr. Hj. Ely Djulia, M. Pd., for her valuable time spent in giving the guidance, suggestions, comments, and criticisms to qualify the content of this thesis.

She also owes debt to the peoples, including following; Prof. Dr. Herbert Sipahutar, M.Sc., Syarifuddin, M.Sc., Ph.D., and Dra. Martina Asiati Napitupulu, M.Sc., as examiners, for their constructive comments and suggestions for the improvement of this study. Drs. H. Tri Harsono, M.Si., the head of Biology department, for his motivation to finish this study. Mhd. Syarif, M.Si., M.Pd., the principal of SMA Negeri 1 Tebing Tinggi for his kindness to

allow her conducted research at this school. Maimunah Nasution, STP., Biology teacher in SMA Negeri 1 Tebing Tinggi for her pleasure to collaborate with her in this research at class XI IPA 6 and all of students in XI IPA 6 for their attention and participation during conducted the research.

Thanks also to “Majlis Ta’lim” (Siti Sumari, Sukmawati Sundari, Rizky Jayati) for countless hours gathering valuable feedback and the overwhelming friendship. Special thanks to friends Verronicha, Henny, Dina, Silvia, Yenni, Syadwina, all her beloved friends in Biology Bilingual 2008 and relatives who cannot be mentioned more for the friendship, invaluable support, patience, and insight.

May Allah always bless us. Finally, with all humility this paper hopefully beneficial to contribute ideas in education, especially for the writer.

Medan, July 2012 The writer

Raja Novi Ariska NIM: 408141096

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 Raja Novi Ariska (408141096)

ABSTRACT

The purpose of this research is to improve students’ motivation and learning outcomes through the implementation of guided inquiry on human respiratory system for 11th grade student, XI IPA 6 SMA Negeri 1 Tebing Tinggi academic year 2011/2012. This is a classroom action research (CAR) which conducted in four cycles. Each cycle consists of planning, implementation, observation, and reflection steps. The subject of research consists of 1 class with 34 students which taken used purposive sampling technique. The instruments for data collection were achievement test, observation sheet, worksheet, questionnaire, and documentation. Data analysis was used both of quantitative and qualitative descriptive technique which describes the improvement in each cycle. The datum shown the classical completeness of students’ learning outcomes was reached in cycle IV (94.12%) with average score 82.5. Students’ motivation is included into high category with average score 4.03. Thus, the activity of students reached the percentage of 97.06%. It means the students’ motivation, learning outcomes, and activity has been improved by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 TebingTinggi academic year 2011/2012

.

Key words: Guided inquiry, student’s motivation, learning outcomes, learning

ACKNOWLEDGEMENTS

Praise and sincerest gratitude be to Allah SWT, the almighty, for His immeasurable blessing, knowledge, opportunity, and ease her life, so that she has been finally able to accomplish her thesis.

This thesis is entitled: “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”. It is intended as one of the requirement to obtain the degree of Sarjana Pendidikan.

The completion of this thesis is nothing without the support of many people around and close to her. She would like to express her special heartfelt thanks to the people, individuals or groups, who provided constructive advice and comments for improvement.

Undying gratitude is expressed to her beloved parents, H. Raja Abidinsyah and Hj. Aminatun Zahriah, for their boundless love, attention, encouragement, and support all along her life. Especially when she faced the puzzling situation in the arrangement of this thesis, the amazing endorsement always sheds to her. So, she could stay on the track to overcome it.

She also indebted to her beloved uncle and aunty Zainul Arifin and Nia Umniaty for their support to study in biology bilingual. Brothers and sisters, Putri L. Hafizah, Raja M. Rizky B., Raja Suci R., Raja Nurul F., and Raja M. Akbar H. for their invaluable support when she conducted the research.

Earnest gratitude also extended to her thesis supervisor, Dr. Hj. Ely Djulia, M. Pd., for her valuable time spent in giving the guidance, suggestions, comments, and criticisms to qualify the content of this thesis.

She also owes debt to the peoples, including following; Prof. Dr. Herbert Sipahutar, M.Sc., Syarifuddin, M.Sc., Ph.D., and Dra. Martina Asiati Napitupulu, M.Sc., as examiners, for their constructive comments and suggestion for the improvement of this study. Drs. H. Tri Harsono, M.Si., the head of Biology department, for his motivation to finish this study. Mhd. Syarif, M.Si., M.Pd., the principal of SMA Negeri 1 Tebing Tinggi for his kindness to allow her

conducted research at this school. Maimunah Nasution, STP., Biology teacher in SMA Negeri 1 Tebing Tinggi for her pleasure to collaborate with her in this research at class XI IPA 6 and all of students in XI IPA 6 for their attention and participation during conducted the research.

Thanks also to “Majlis Ta’lim” (Siti Sumari, Sukmawati Sundari, Rizky Jayati) for countless hours gathering valuable feedback and the overwhelming friendship. Special thanks to friends Verronicha, Henny, Dina, Silvia, Yenni, Syadwina, all her beloved friends in Biology Bilingual 2008 and relatives who cannot be mentioned more for the friendship, invaluable support, patience, and insight.

May Allah always bless us. Finally, with all humility this paper hopefully beneficial to contribute ideas in education, especially for the writers.

Medan, July 2012 The writer

Raja Novi Ariska NIM: 408141096

CONTENTS

Page Title

Approval Sheet i

Biography ii

Abstract iii

Acknowledgements iv

Contents vi

List of Tables viii

List of Figures ix

Appendices x

CHAPTER I INTRODUCTION 1.1. Background 1

1.2. Identification of Problem 4

1.3. Scope of Problem 4

1.4. Research Question 4

1.5. Objectives 5

1.6. Significance of Research 5

1.7. Operational Definition 6

CHAPTER II LITERATURE REVIEW 2.1. Theoretical Framework 7

2.1.1. Theory of Learning 7

2.1.2. Learning Outcomes 9

2.1.3. Learning Activity 10

2.1.4. Motivation 11

2.1.5. Inquiry Learning 13

2.1.5.1. Phase in inquiry 13

2.1.6. Guided Inquiry 15

2.1.6.1. Excellence and Weakness of Guided Inquiry 17

2.2. Human Respiratory System 18

2.2.1. Definition of Respiratory System 18

2.2.2. Organs in Respiratory System 19

2.2.3. Lung’s Volume 25

2.2.4. Mechanism of Breathing 27

2.2.5. Control of Breathing 29

2.2.6. Gas Exchange and Transport 30

2.2.7. Respiration and Health 32

CHAPTER III RESEARCH METHOD 3.1. Location and Time Research 39

3.2. Subject of Research 39

3.4. Procedure 39

3.5. Design of Experiment 44

3.6. Developing Instrument 45

3.7. Data Analysis 50

CHAPTER IV RESULT OF RESEARCH AND DISCUSSION

4.1. The Result of Instrument Test 53

4.1.1. Validity Test 53

4.1.2. Reliability Test 53

4.1.3. Difficulty Index 53

4.1.4. Discrimination Index 53

4.2. Description of Result of Research 54

4.3. Description of each Cycle 62

4.3.1. Cycle I 62

4.3.2. Cycle II 67

4.3.3. Cycle III 70

4.3.4. Cycle IV 73

4.4. Discussion 76

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions 78

5.2 Recommendations 79

LIST OF TABLES

Page Table 2.1. Criterion of student inquiry skill 14 Table 3.1. Distribution of questionnaire statement 43 Table 3.2. Question distribution of achievement test 44 Table 3.3. Categorize of student mastery level 48 Table 4.1. Percentage of student motivation Cycle I to IV 54 Table 4.2. Average score of Student Learning outcomes Cycle I to IV 55 Table 4.3. Percentage of student mastery level I to IV 57 Table 4.4. Percentage of student learning outcomes completeness I to IV 58 Table 4.5. Percentage of Learning outcomes completeness cycle I to IV 59

LIST OF FIGURES

Page Figure 2.1. The respiratory tract extends from the nasal cavity 17

to the lungs, which are composed of air sacs called alveoli

Figure 2.2. The path of air 18

Figure 2.3. Placement of the vocal cords 20 Figure 2.4. The structure of trachea 21 Figure 2.5. Gas Exchange in the lungs 23 Figure 2.6. Respiratory membrane consist of alveolar wall and 24

the capillary wall

Figure 2.7. Volume of respiration 25 Figure 2.8. Inspiration versus expiration 27 Figure 2.9. Control of breathing 29 Figure 2.10. Mechanism of gas exchange 30 Figure 2.11. Common Brochial and pulmonary disease 36 Figure 2.12. Normal lung versus cancer lung 37 Figure 3.1. Design of experiment 42 Figure 4.1. The level of student motivation from cycle I to cycle IV 55 Figure 4.2. The level of student learning outcomes from cycle I to

cycle IV 56

Figure 4. 3. The level of student motivation from cycle I to cycle

IV 59

Figure 4.4. Comparison of student’s motivation from cycle I to cycle IV Figure 4.5. The comparison of students’ mastery level from cycle I to

cycle IV 60

Figure 4.6. The comparison of students’ activity from cycle I to

APPENDICES

Page

Appendix 1. Syllabus 83

Appendix 2. Lesson Plan 84

Appendix 3. Worksheet 108

Appendix 4. Achievement Test 117

Appendix 5. Key Answer of Achievement Test 134

Appendix 6. The Calculation of Validity Test 136

Appendix 7. The Table of Validity Test 138

Appendix 8. The Calculation of Reliability 139

Appendix 9. The Table of Reliability Test 141

Appendix 10. The Calculation of Difficulty Index 143

Appendix 11. The Table of Difficulty Index 145

Appendix 12. The Calculation of Discrimination Index 146

Appendix 13. The Table of Discrimination Index 147

Appendix 14. Observing Aspect in Guided Inquiry Process 148

Appendix 15. Observation Sheet of Student’s Activity in Guided Inquiry 152

Appendix 16. Questionnaire of Student Motivation in Inquiry Learning 153

Appendix 17. The Calculation of Questionnaire of Student’s Motivation in Guided Inquiry Learning 155

Appendix 18. Student’s Score in Pre-test and Post-Test 160

Appendix 19. Student’s Learning Completeness of Pre-Test and Post-Test 161

CONTENTS

Page Title

Approval Sheet i

Biography Abstract ii

Contents iii

List of Tables vi

List of Figures vii

Appendices viii

CHAPTER I INTRODUCTION 1.1. Background 1

1.2. Identification of Problem 4

1.3. Scope of Problem 4

1.4. Research Question 4

1.5. Objectives 5

1.6. Significance of Research 5

1.7. Operational Definition 6

CHAPTER II LITERATURE REVIEW 2.1. Theoretical Framework 7

2.1.1. Theory of Learning 7

2.1.2. Learning Outcomes 9

2.1.3. Learning Activity 10

2.1.4. Motivation 11

2.1.5. Inquiry Learning 13

2.1.5.1. Phase in inquiry 13

2.1.6. Guided Inquiry 15

2.1.6.1. Excellence and Weakness of Guided Inquiry 17

2.2. Human Respiratory System 18

2.2.1. Definition of Respiratory System 18

2.2.2. Organs in Respiratory System 19

2.2.3. Lung’s Volume 25

2.2.4. Mechanism of Breathing 27

2.2.5. Control of Breathing 29

2.2.6. Gas Exchange and Transport 30

2.2.7. Respiration and Health 32

CHAPTER III RESEARCH METHOD 3.1. Location and Time Research 39

3.2. Subject of Research 39

3.3. Type of Research 39

3.5. Design of Experiment 44

3.6. Developing Instrument 45

3.7. Data Analysis 50

CHAPTER IV RESULT OF RESEARCH AND DISCUSSION

4.1. The Result of Instrument Test 53

4.1.1. Validity Test 53

4.1.2. Reliability Test 53

4.1.3. Difficulty Index 53

4.1.4. Discrimination Index 53

4.2. Description of Result of Research 54

4.3. Description of each Cycle 62

4.3.1. Cycle I 62

4.3.2. Cycle II 67

4.3.3. Cycle III 70

4.3.4. Cycle IV 73

4.4. Discussion 76

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions 78

5.2 Recommendations 79

LIST OF TABLES

Page Table 2.1. Criterion of student inquiry skill 14 Table 3.1. Distribution of questionnaire statement 43 Table 3.2. Question distribution of achievement test 44 Table 3.3. Categorize of student mastery level 48 Table 4.1. Percentage of student motivation Cycle I to IV 54 Table 4.2. Average score of Student Learning outcomes Cycle I to IV 55 Table 4.3. Percentage of student mastery level I to IV 57 Table 4.4. Percentage of student learning outcomes completeness I to IV 58 Table 4.5. Percentage of Learning outcomes completeness cycle I to IV 59

LIST OF FIGURES

Page Figure 2.1. The respiratory tract extends from the nasal cavity 17

to the lungs, which are composed of air sacs called alveoli

Figure 2.2. The path of air 18

Figure 2.3. Placement of the vocal cords 20 Figure 2.4. The structure of trachea 21 Figure 2.5. Gas Exchange in the lungs 23 Figure 2.6. Respiratory membrane consist of alveolar wall and 24

the capillary wall

Figure 2.7. Volume of respiration 25 Figure 2.8. Inspiration versus expiration 27 Figure 2.9. Control of breathing 29 Figure 2.10. Mechanism of gas exchange 30 Figure 2.11. Common Brochial and pulmonary disease 36 Figure 2.12. Normal lung versus cancer lung 37 Figure 3.1. Design of experiment 42 Figure 4.1. The level of student motivation from cycle I to cycle IV 55 Figure 4.2. The level of student learning outcomes from cycle I to

cycle IV 56

Figure 4. 3. The level of student motivation from cycle I to cycle

IV 59

Figure 4.4. Comparison of student’s motivation from cycle I to cycle IV Figure 4.5. The comparison of students’ mastery level from cycle I to

cycle IV 60

Figure 4.6. The comparison of students’ activity from cycle I to

APPENDICES

Page

Appendix 1. Syllabus 83

Appendix 2. Lesson Plan 84

Appendix 3. Worksheet 108

Appendix 4. Achievement Test 117

Appendix 5. Key Answer of Achievement Test 134

Appendix 6. The Calculation of Validity Test 136

Appendix 7. The Table of Validity Test 138

Appendix 8. The Calculation of Reliability 139

Appendix 9. The Table of Reliability Test 141

Appendix 10. The Calculation of Difficulty Index 143

Appendix 11. The Table of Difficulty Index 145

Appendix 12. The Calculation of Discrimination Index 146

Appendix 13. The Table of Discrimination Index 147

Appendix 14. Observing Aspect in Guided Inquiry Process 148

Appendix 15. Observation Sheet of Student’s Activity in Guided Inquiry 152

Appendix 16. Questionnaire of Student Motivation in Inquiry Learning 153

Appendix 17. The Calculation of Questionnaire of Student’s Motivation in Guided Inquiry Learning 155

Appendix 18. Student’s Score in Pre-test and Post-Test 160

Appendix 19. Student’s Learning Completeness of Pre-Test and Post-Test 161

CHAPTER I INTRODUCTION

1.1. Background

Learning is the most important activity in the overall educational process at school. It means the success of educational goals is depends on how learning process take place effectively. Learning is an activity with awareness looking for purpose. The purpose of learning is the change in the individual in cognitive, affective and psychomotor aspect.

In achieving the aims of learning, educators need to develop good quality teaching and learning process to make students interest participating the lesson. According to KTSP (standard educational curricula), the learning process is establish student as the active learner. Yet, the issues commonly have often been said inhibiting the process of education. There is the atmosphere that tends to monotony in class, which less involving student activity. It creates the circumstance of student’s low motivation.

Some sources represent that the learning process is still conducted conventionally, that is lecturing method. This view of method has many problems. The teacher acts as the only source of information. In fact, the role of teacher is not just providing information, but also directing and facilitating the learning process (Syamsudin, 2007).

Most students are not interested in being class participants in lecturing method. They fail to see how the knowledge will be useful to them in the future. They therefore lack motivation for this kind of methods. Most important, this kind of teaching misses a tremendous opportunity to give all students the problem-solving, communication, and thinking skills. The students so often seem bored and disengaged from learning (National Research Council (NRC), 2000).

Meaningful learning is inseparable due to solving the problem. Greenwalld (2000) stated that learning science with any strategy must emphasize the student on criticism, problem solving, and critical thinking. It will encourage students to

do exploration, finding meaningful concept, and developed a scientific skills, includes efforts to build curiosity, open-minded, learn from experiences.

Biology is basically the subjects that tend to be a mistaken understanding of the concept and became memorizing lessons. Most students can memorize the material being taught well, but do not understand the intent contained in it. In addition, students are not able to relate what they learn with how that knowledge will be used.

Interviewed has been done with biology teacher of XI IPA SMA Negeri 1 Tebing Tinggi and it was suggested that human respiratory system is the less focus topic to be discussed. Teacher felt the others topic is more complicated so it need more attention. Teachers thought human respiratory system topic is easy to understand, but the reality is different. The students show that they have problem of memorizing organs of human respiratory system, its anatomical and physiological structure, also the mechanism occurs in it (Nasution, 2012).

Lecturing method is used to transmit the information makes the student difficult to understand the concept. Teachers provide the students with sets of science facts and with technical words to describe the facts. In the worst case, this type of science teaching assumes that education consists of filling a student's head with vocabulary words (NRC, 2000).

The observation shown the students’ learning outcomes in biology subject were unachieved learning completion (KKM). The average score for pass the standard is 75. Observation also shows the student’s motivation is relatively low. It was shown by the interactions and questions are rarely asked in class. This may relate to the condition that biology contains lots of explanations and memorizations.

To solve these issues, educators should choose teaching and learning methods that excite and motivate students to actively participate in the learning process. Therefore, it will improve student’s motivation and learning outcomes.

Inquiry learning is an approach which basically builds from constructivist theory by Dewey, Schwab, and Bruner. They emphasize that learning is not only

hear and see, but also doing the activity (NRC, 2000). This approach gives the teacher the opportunity to help students learn the content and course concept by having them explores a question and develop and research a hypothesis. Thus, giving students more opportunity to reflect on their own learning, gain a deeper understanding of the course concepts in an integrated fashion, and become better critical thinkers (Lane, 2007). Schrenker reported that inquiry training resulted in increased understanding of science, greater productivity in critical thinking, and skills for obtaining and analyzing information (Joyce, 2003).

Guided inquiry is planned, targeted, supervised intervention throughout the inquiry process. Guided Inquiry enables students to learn how to learn by becoming aware of their learning process. Guidance is provided at critical intervention points to teach strategies for learning from a variety of sources of information. The students are prepared to apply their learning process for understanding and creating in an abundance of information in their daily life (Kulthau, 2010).

According to the research conducted by Makrina (2007), guided inquiry had significant effect in increasing student learning outcomes. The implementation of guided inquiry increases students’ learning outcomes 29.81% than the conventional. The implementation of guided inquiry gives the chance for student to develop their science processing skill and improve student’s learning outcomes. Other researches also show significant effect of guided inquiry in improve student motivation. (Diah, 2012; Triana, (2010); and Yohana, (2009).

The implementation of guided inquiry reveals higher students’ enthusiasm and involvement in learning process. There is the increase of students’ interest to continue the activities, accustomed to express opinions, criticism, able to explain and satisfy with their own curiosity (Anggreini, 2009).

Based on the problem above the Classroom Action Research was done to solve the problem exists at class XI IPA 6 by Implemented Guided Inquiry to Improve Student’s Motivation and Learning Outcomes of Human Respiratory System for 11th Grade Student SMA Negeri 1 Tebing Tinggi Academic year 2011/2012.

1.2. Identification of Problem

According to the background, the identified problems are:

1. Students learning outcomes in Biology subject is unachieved minimal completion (KKM).

2. Student’s motivation in learning Biology is relatively low. 3. The lecturing-method is commonly used in learning process. 4. Biology contains lots of explanations and memorizations. 5. Activeness of student in learning process is still low.

1.3. Problem Scope

There are many factors that affect the student’s motivation and learning outcomes at school but this research focuses on the Implementation of Guided inquiry to Improve Student’s Motivation and Learning Outcomes of Human Respiratory System for 11th Grade Student of SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012.

1.4. Research Question

In accordance with the issues that have been stated, then the problem can be formulated as follow:

1. How does the implementation of guided inquiry on human respiratory system for 11th grade student of SMA Negeri 1 Tebing Tinggi academic year 2011/2012?

2. Is there any improvement of student’s motivation by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi academic year 2011/2012?

3. Is there any improvement of student’s learning outcomes by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi academic year 2011/2012?

4. Is there any improvement of student’s activity by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi academic year 2011/2012?

1.5. Objectives

This study was aimed to:

1. To know the implementation of guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012.

2. To know the improvement of student’s motivation by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012.

3. To know the improvement of student’s learning outcomes by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012.

4. To know the improvement of student’s activity by implementing guided inquiry on human respiratory system for 11th grade student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012.

1.6. Research Significances 1.6.1. Theoretical Significance

a. Providing information about the application of guided inquiry to improve student learning outcomes and student motivation.

b. Encouraging teacher’s initiatives to develop alternative strategies to teach biology.

c. As references for other researchers who want to continue and develop this research.

1.6.2. Practical Significance

a. For schools, it can be used as a strategy in involving student being active learner by applies guided inquiry.

b. For biology teachers, it can be used as a reference in selection of good learning strategies in order to make the learning process will be interesting and can involve students in learning process.

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 (O2 and CO2) in human body including the organs that compose the system, volume of lung, mechanism of gas exchange, also the disorder/disease 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 2011/2012 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 2011/2012 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 2011/2012 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.

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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,

Kulthau, Carol Collier., (2010), Guided Inquiry : School Libraries in the 21st

Century, Journal, State University of New Jersey, USA. Available at

http://www.cissl.com/guidedinquiry50609/CISSL.mht

Lane, Jill., (2007), Inquiry-based Learning,. University Park, PA 16802, Penstate. www. Schreyerinstitute.psu.edu (accessing on January 6th 2012)

Mader, Sylvia S., (2004), Understanding Human Anatomy and Physiology, Fifth

Edition, Mc.Graw-Hill, USA.

Makrina., (2007), Implementasi Strategi Inkuiri Biologi SMP serta Pengaruhnya

Terhadap kemampuan Berpikir Tingkat Tinggi, Universitas Negeri

Jakarta, Jakarta.

Margolis, Howard., (2009), Student Motivation Problem Solving Questionnaire, Article, Pedleton Court.

Nasution, N., (1982), Materi Pokok Psikologi Pendidikan, Dirjen Dikti Depdikbud, Jakarta.

National Research Council., (2000), Inquiry and the National Science Educational

Standards A Guide For Teaching and Learning. National Academy

Press. Washington DC.

Novitasari, Dian., (2010), Upaya Peningkatan Kualitas Pembelajaran Biologi

Melalui Pendekatan Inkuiri Terbimbing dengan Model Kerja Kelompok di SMP Negeri 3 Karanganyar, Skripsi, FKIP Universitas Sebelas Maret,

Surakarta.

Nurhayati, Ninik., (2010), Penerapan strategi inkuiri dalam pembelajaran biologi

untuk meningkatkan keterampilan proses dan hasil belajar siswa kelas XI SMA Islam Malang, Skripsi, FMIPA Uiversitas Negeri Malang, Malang.

Nurkancana, W., (1986), Evaluasi Pendidikan, Penerbit Usaha Nasional, Surabaya.

Priadi, Arif., (2006), Biology , Yudishtira, Jakarta.

Silalahi, Rensus., (2011), Kontribusi Model Pembelajaran Kontekstual Tipe

Inkuiri dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa pada Pelajaran Biologi, UPI, Bandung.

Sudirman., (1988), Ilmu Pendidikan, PT. Remaja Rosdakarya, Bandung. Sudjana., (2002), Metoda Statistika, Edisi Keenam, Penerbit Tarsito, Bandung.

Sudjana, N. and Suwariah., (1991), Model-model Mengajar CBSA, Sinar Baru, Jakarta.

Sugiono., (2010), Metode Penelitian Pendidikan Pendekatan Kuantitatif,

Kualitatif, dan R&D, Alfabeta, Bandung.

Suryosubroto, B., (1997), Proses Belajar Mengajar di Sekolah, Penerbit Rineka Cipta, Jakarta.

Syamsudin, Abidin., Budiman, Nandang, (2007), Profesi Keguruan 2, Penerbit Universitas Terbuka, Jakarta.

Trust, Torrey., Sarah Cisneros, Khoa Lam, Aura Poulsen., (2008), ARCS Model

Motivational Design, Article, USA.

Weber, Charles F., (2009), The Alberta Student Assessment Study : Final Report. Alberta Education. Edmonton, AB. Available on Alberta Education Web site at http://education.alberta.ca/department/ipr.aspx.

Yohana, Hariono., (2010), Penerapan pembelajaran inkuiri terbimbing untuk

meningkatkan keterampilan proses dan prestasi belajar materi sistem indera siswa kelas XI IPA SMA Negeri 11 Malang, Abstrak, Universitas

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 2011/2012 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 2011/2012 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 2011/2012 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.

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Keller, John., (2000), How To Integrate Learner Motivation Planning Into Lesson Planning : The ARCS Model Approach, Paper, Florida State University, USA.

Kulthau, Carol Collier., (2010), Guided Inquiry : School Libraries in the 21st Century, Journal, State University of New Jersey, USA. Available at http://www.cissl.com/guidedinquiry50609/CISSL.mht

Lane, Jill., (2007), Inquiry-based Learning,. University Park, PA 16802, Penstate. www. Schreyerinstitute.psu.edu (accessing on January 6th 2012)

Mader, Sylvia S., (2004), Understanding Human Anatomy and Physiology, Fifth Edition, Mc.Graw-Hill, USA.

Makrina., (2007), Implementasi Strategi Inkuiri Biologi SMP serta Pengaruhnya Terhadap kemampuan Berpikir Tingkat Tinggi, Universitas Negeri Jakarta, Jakarta.

Margolis, Howard., (2009), Student Motivation Problem Solving Questionnaire, Article, Pedleton Court.

Nasution, N., (1982), Materi Pokok Psikologi Pendidikan, Dirjen Dikti Depdikbud, Jakarta.

National Research Council., (2000), Inquiry and the National Science Educational Standards A Guide For Teaching and Learning. National Academy Press. Washington DC.

Novitasari, Dian., (2010), Upaya Peningkatan Kualitas Pembelajaran Biologi Melalui Pendekatan Inkuiri Terbimbing dengan Model Kerja Kelompok di SMP Negeri 3 Karanganyar, Skripsi, FKIP Universitas Sebelas Maret, Surakarta.

Nurhayati, Ninik., (2010), Penerapan strategi inkuiri dalam pembelajaran biologi untuk meningkatkan keterampilan proses dan hasil belajar siswa kelas XI SMA Islam Malang, Skripsi, FMIPA Uiversitas Negeri Malang, Malang. Nurkancana, W., (1986), Evaluasi Pendidikan, Penerbit Usaha Nasional,

Surabaya.

Priadi, Arif., (2006), Biology , Yudishtira, Jakarta.

Silalahi, Rensus., (2011), Kontribusi Model Pembelajaran Kontekstual Tipe Inkuiri dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa pada Pelajaran Biologi, UPI, Bandung.

Sudirman., (1988), Ilmu Pendidikan, PT. Remaja Rosdakarya, Bandung. Sudjana., (2002), Metoda Statistika, Edisi Keenam, Penerbit Tarsito, Bandung.

Sudjana, N. and Suwariah., (1991), Model-model Mengajar CBSA, Sinar Baru, Jakarta.

Sugiono., (2010), Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D, Alfabeta, Bandung.

Suryosubroto, B., (1997), Proses Belajar Mengajar di Sekolah, Penerbit Rineka Cipta, Jakarta.

Syamsudin, Abidin., Budiman, Nandang, (2007), Profesi Keguruan 2, Penerbit Universitas Terbuka, Jakarta.

Trust, Torrey., Sarah Cisneros, Khoa Lam, Aura Poulsen., (2008), ARCS Model Motivational Design, Article, USA.

Weber, Charles F., (2009), The Alberta Student Assessment Study : Final Report. Alberta Education. Edmonton, AB. Available on Alberta Education Web site at http://education.alberta.ca/department/ipr.aspx.

Yohana, Hariono., (2010), Penerapan pembelajaran inkuiri terbimbing untuk meningkatkan keterampilan proses dan prestasi belajar materi sistem indera siswa kelas XI IPA SMA Negeri 11 Malang, Abstrak, Universitas Negeri Malang.