PENGARUH INKUIRI TERBIMBING DENGAN DIFERENSIASI PRODUK TERHADAP KETERAMPILAN PROSES SAINS MURID PADA BIOTEKNOLOGI KONVENSIONAL

HAFIZATUN AHLINA HARAHAP, . (2026) PENGARUH INKUIRI TERBIMBING DENGAN DIFERENSIASI PRODUK TERHADAP KETERAMPILAN PROSES SAINS MURID PADA BIOTEKNOLOGI KONVENSIONAL. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Keterampilan proses sains merupakan keterampilan yang melatih murid dalam berpikir kritis dan sistematis. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran inkuiri terbimbing dengan strategi belajar berdiferensiasi produk terhadap keterampilan proses sains murid pada materi bioteknologi konvensional. Penelitian menggunakan metode kuasi eksperimen dengan desain pretest-posttest control group design, melibatkan kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes keterampilan proses sains dan dianalisis menggunakan uji independent sample t-test pada taraf signifikansi 0,05. Hasil analisis menunjukkan nilai signifikansi sebesar 0,00, sehingga H₀ ditolak dan terdapat pengaruh yang signifikan antara kedua kelompok. Penerapan strategi belajar berdiferensiasi produk memberikan pengaruh, terutama pada indikator mengomunikasikan hasil, karena murid dapat mengekspresikan hasil penyelidikan dalam berbagai bentuk. Dengan demikian, model inkuiri terbimbing dengan strategi belajar berdiferensiasi produk efektif dalam meningkatkan keterampilan proses sains murid pada pembelajaran biologi. ***** Science process skills are skills that train students to think critically and systematically. This study aims to examine the effect of the guided inquiry learning model with a product-based differentiated learning strategy on students’ science process skills in conventional biotechnology topics. The research employed a quasi-experimental method using a nonequivalent control group design, involving an experimental class and a control class. Data were collected through a science process skills test and analyzed using an independent sample t-test at a significance level of 0.05. The results showed a significance value of 0.00, indicating that the null hypothesis was rejected and that there was a statistically significant difference between the two groups. The implementation of product-based differentiated learning contributed positively, particularly to the indicator of communicating results, as students were given opportunities to express their investigation outcomes in various product forms. Therefore, the guided inquiry learning model combined with a product-based differentiated learning strategy is effective in improving students’ science process skills in biology learning.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Daniar Setyo Rini, S.Pd., M.Pd.; 2). Dr. Tri Handayani Kurniati, M.Si.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Sains > Sains, Ilmu Pengetahuan Alam
Divisions:	FMIPA > S1 Pendidikan Biologi
Depositing User:	Hafizatun Ahlina Harahap .
Date Deposited:	21 Aug 2026 01:33
Last Modified:	21 Aug 2026 01:33
URI:	http://repository.unj.ac.id/id/eprint/72694

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