TRANSFORMATION OF THE STUDENTS’ INQUIRY CAPABILITY THROUGH MINDMAP EDUCATIVE BY USING GAME OBSERVATION NORMATIVELY (MEGONO) LEARNING MODEL
ABSTRACT: This classroom
action research was conducted to analyze the development of the students’
inquiry abilities in science learning by a learning model of mindmap educative
by using game observation normatively (Megono). The study was conducted in
three cycles. In each cycle, the students were divided into five groups, each
groups consisted of seven students. Each group was mandated to observe and to
analyze the images/photos. After the image observations, they were asked to
discuss, write and compile the information into a concept map. One of the
students was act as a representative of the group in a game of observation.
Data were obtained through the pre-test, post-test, and observation by the
observers as well as from the photo and video recording. The results showed
that the students’ inquiry ability increased by 63.27% at the end of the cycle.
At the initial conditions, the ability of the student was low (0.49). After the
first cycle, it increased to 0.63 (medium), and then increased to 0.68
(moderate) on the second cycle, and finally it increased to 0.80 (high) in the
third cycle. The average increase in every aspect was 68.59%. The highest
inquiry capability was achieved in aspects of reasoning amounted to 89.29 (very
high). It was suggested to use the observation games fairly and needed more
time adjustment to obtain higher learning outcomes.
Author: Tasiwan
Journal Code: jppendidikangg160018
