Friday, December 11, 2015

Learning Methods of Inquiry, Understanding, paper, Step, According to Experts

Learning Methods of Inquiry, Definition Papers, Step According to the Experts - Methods of Inquiry is a way of delivering instructional materials to provide an opportunity for students to learn to develop the potential of the intellectual in the fabric of the activities that the formulation itself to find something as a convincing answer to the problems that confronted him through the process of tracking data and information as well as logical thinking, critical and systematic. (Slamento. Teaching and Learning Process Kridit Semester. Jakarta: Earth Literacy. 1993. Hlm 116)

Inquiry method term in the English language, this is a technique or method that is used by teachers to teach the class. The implementation is as follows: the teacher divides the task of researching a problem to the class. Students are divided into groups, and each group received a specific task to be done. (Roestiyah. Teaching and Learning Strategies. Jakarta: Rineka Reserved. 1991 Hlm 75)

This method is derived from John Dewey, the main purpose of this method is to provide training to the students in thinking. This method can avoid to make hasty conclusions, to weigh possible solutions, and suspend the decision until there is sufficient evidence. (Muhaimin. Teaching and Learning Strategies. Surabaya: PT. Citra Media. 1996. Hlm 88)

The inquiry method is a method that stimulates students to think, analyze a problem to find a solution. In the English language is called problem solving method. This method of fostering the capacity to see the exact reasons of a problem, which in turn can be found how the settlement. Even this method is a method that foster students to be able to think scientifically, that the way of thinking that follow a certain path-level in nature completion. The ability to gain insight can be trained and developed with this kind of teaching method. (Djajadisastra. Methods to Teach. Bandung: Space .. 1981. Hlm 19)

Method of inquiry was also developed by Suchman to teach students to understand the research process. (Joyce and Weil. Models of Teaching Prentice: Prentice / Hall International. 1986. Hlm 56). Suchman keen to help students conduct research independently and discipline. It is based on the idea that children have always had a curiosity to know. Suchman want students to question why an event occurred and examined by collecting and processing data logically. Thus, the method of inquiry would strengthen the natural urge to explore with great passion and with full seriousness.

This method requires the ability to be able to see cause and effect or relationships between various data, which in turn can find the key to opening the case. This kind of activity is a typical characteristic of an activity intelligence. This method develops the ability to think fertilized with the opportunity to observe problems, collect data, analyze data, formulate a hypothesis, looking for relationships (data) are missing from the data that has been collected to then draw conclusions that are the result of the problem solving. Such a way of thinking, commonly called the scientific way of thinking. Way of thinking that results in a conclusion or decision which is believed to be true because the entire process of solving the problem that has been followed and controlled from the first data collected and analyzed until the conclusion drawn or set. Such a way of thinking actually can be developed using a problem-solving method. (Djajadiasatra. Methods to Teach. Bandung: Space .. 1981. Hlm 19-20)

From the above description it can be concluded that the method of inquiry is a teaching method which provides an opportunity for students to find their own prior knowledge that they do not know. While the purpose of this inquiry method is to assist students in developing the intellectual and skills arising from the questions and investigate to get an answer in accordance with their curiosity. (Joyce And Weil. Models of Teaching. Prentice / Hall International e. 1986. Hlm 57)

Although originally developed for the inquiry method of the natural sciences, but the inquiry procedure can be applied on all topics that can be formulated into a situation that is full of questions. Of situations full of questions will lead to intellectual confrontation, which in turn encourages inquiry. With the inquiry methods students are conditioned to think critically and creatively as well as to encourage kesimpulanya itself based on the observation that they do.

In this study the model of inquiry that is used is the model developed by Suchman inquiry. Model this inquiry begins by presenting the situation filled with questions. After the situation presented to the students, then the students were told that they need to explore some aspects of the situation, for instance about the nature and definition. At this time students are allowed to ask was answered by the teacher only with the word "yes" or "no". The last step the student is expected to conclude its own answer to the problem posed.

Step-by-Step Method of Inquiry.
Measures more models of inquiry are as follows: (Ibid. Hlm 63)
The first step :
Presents a problem
Explaining the research procedures
Presenting conflicting or different situations
Step two:
Collecting and analyzing the data
Examine the nature of the object and the conditions encountered
 Checking things that happen on the problem
Third step :
Reviewing data and experimentation
Isolating the corresponding variable
Formulate hypotheses and test
Step four:
Organize, formulate conclusions
Draw a conclusion
Step five:
Analyzing the process of inquiry
Analyzing the inquiry procedure and to develop more effective procedures
Principles and norms contained in the method of inquiry is cooperation, intellectual freedom, and equality Further stated that during the process of inquiry students interact with other students and with teachers. (Ibid. Hlm 63)

On the other hand the precision of the method of inquiry learning with regard to effectiveness and efisiensi.efektivitas with respect to the objectives to be achieved, while efficiency with respect to the timeliness and ease of implementation.

From the description above it is to see the effectiveness of the method of inquiry to be evaluated based on student activity during the process of inquiry. The student activities include interest, sincerity, enthusiasm, dare to express opinions either to the teacher or the student, the opinions of other students as well as joy. This activity was observed at each step of the model of inquiry.

Troubleshooting methods can also be made through the following steps:
The introduction of trouble (problem)
Defining the problem
Suggestions regarding the various possible solutions
Hypothesis testing
Verifying conclusions. (Muhaimin. Teaching and Learning Strategies. Surabaya: PT. Citra Media. 1996. Hlm 88)

Inquiry method of learning in order to be able to run smoothly, to note the following:

a. Teacher interaction with students
Teachers control the interaction in the classroom as well as directing the inquiry procedure. In this process the necessary co-operation between teachers and students, and between students and students. Students are given the freedom to express opinions or asking questions.

b. The role of teachers
In the method of inquiry the teacher acts as a facilitator, motivator, and informants. As a facilitator, the teacher provides the facilities needed by students and create conducive conditions. As a motivator, teachers encourage students to always act diligently in conducting activities by asking questions or responses that are spur and guide the students. Meanwhile, as informants, teachers act as a source of information for students but in this case the teacher does not give direct information.

Methods destination Inquiry
The main purpose of the use of methods of inquiry (troubleshooting) is developing the ability to think, especially in the search for cause and effect and purpose of a problem. This method is to train students in the ways of approaching and ways to take measures when it will solve a problem is to give the students knowledge of practical skills valuable / useful for the purposes of daily life. This method provides the basics of practical experience on the ways to solve a problem and these skills can be applied for the purposes of facing other problems in society.

Given the above objectives, the solution to a problem should not be taught as science alone, but should be a tool for students to further their own can solve all kinds of problems that may be encountered, now or later, in school, at home or in the community.

Other purposes apart from the main objective mentioned above, namely:
Learn how to act in a new situation.
Learn how to get out of a difficult situation.
Learn how to consider the decision.
Learn how to restrict suatau issue.
Learn how to find solutions.
Learn to realize that every problem there is a certain way to solve it.
Learn to examine a problem from all angles solving.
Learning to work systematically at a time when solving a problem.
Learning to test the correctness of a decision that has been set. (Djajadisastra. Methods to Teach. Bandung: Space. 1981. Hlm 24-25)

I am posting this article are included with the footnote to be referenced in the thesis or paper Understanding the Learning Methods of Inquiry. May be useful

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