IMPLEMENTATION OF GUIDED INQUIRY TO IMPROVE STUDENTS

MOTIVATION AND LEARNING OUTCOMES OF HUMAN

RESPIRATORY SYSTEM FOR 11
th
GRADE STUDENT
SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2011/2012

By :
Raja Novi Ariska
408141096
Biology Bilingual Education Study Program


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 11
th
grade student, XI IPA 6 SMA Negeri 1 TebingTinggi 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 classical learning 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 11
th
grade student SMA Negeri 1 TebingTinggi academic
year 2011/2012.

Key words: Guided inquiry, students motivation, learning outcomes, learning activity

INTRODUCTION
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 students low motivation.
Some sources represent that 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).
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,
while the real score is 64. Observation also shows the students 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 students motivation and learning outcomes.


Inquiry learning 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).
The implementation of guided inquiry gives the chance for student to develop
their science processing skill and improve students learning outcomes (Makrina, 2007).
Other researches also show significant effect of guided inquiry in improve student
motivation. (Anggreini, 2009; Diah, 2012; Triana, (2010); and Yohana, (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
Students Motivation and Learning Outcomes of Human Respiratory System for 11
th

Grade Student SMA Negeri 1 Tebing Tinggi Academic year 2011/2012.

METHODOLOGY
This research has been conducted in SMA Negeri 1 Tebing Tinggi, located on
Jalan KL. Yos Sudarso, Kec. Rambutan. The period of research was from Mei-June
2012. The subjects of research were the students at class XI IPA 6 of SMA Negeri 1
Tebing Tinggi, consisted of 34 students, 13 males and 21 females. The subject was
taken purposively because students learning outcome and motivation was relatively
low. It was shown by the outcomes which unachieved minimal completion and low of
student activeness which shown by the interactions and questions were rarely asked in
class.






























Design of research
Planning III;
Formulate the problem based on the weakness in the
cycle II, Solve the problem

Reflection I
Analyze the improvement
and obstacles in teaching
learning activity.


Plan 1.
Visited SMA Negeri 1 Tebing
Tinggi; Made observation;
administered students respons;
Discussed with the teacher about
teaching obstacles and learning
difficulties; Designed lesson plans,
pretest, posttest, worksheet,
questionnaire, and observation
sheet; Prepared the material and
learning media;
Implementation 1.
Administered pre-test, post test
questionnaire, worksheet of human
breathing type, watched video,
implemented guided inquiry,
guided students worked in group.
Observation I.
Observed students activity
during learning process and
recorded it in observation
sheet.

Planning II,
Formulate the problem based on the lackness in the cycle I,
Solve the problem

Reflection II.
Analyze the improvement and
obstacles in teaching learning
activity.
Implementation II
Administering worksheet of lung
volume, brainstorming,
implementing guided inquiry in the
subtopic of lung volume,
questionnaire, post test I,.


Observation II.
Observed students
activity during learning
process and recorded it in
observation sheet.

Planning IV;
Formulate the problem based on the weakness in the
cycle III, Solve the problem
;
Reflection IV
Analyze the improvement and
obstacles in teaching learning
activity.

Implementation IV
Administering worksheet of effect of
cigarettes to lung, implementing
guided inquiry in the subtopic of
disorder in human respiratory system,
administered posttest IV and
questionnaire.

Observation IV.
Observed students
activity during learning
process and recorded it in
observation sheet.

Reflection III.
Analyze the improvement and
obstacles in teaching learning
activity.

Implementation III
Administering worksheet of fators
of breathing, implementing
guided inquiry in the subtopic of
control of breathing, administered
posttest I, questionnaire.

Observation III.
Observed students activity
during learning process and
recorded it in observation
sheet.



RESULT
1. Students Motivation
The calculation of the score in the questionnaire which measured students
motivation had shown the improvement of student motivation in cycle I to cycle IV, as
described by the table below:
Table 4.1. Percentage of students motivation from cycle I to cycle IV
Cycle
Percentage of Motivation (%)
Very High High Moderate Bad Very Bad
I 0 58.82 38.23 2.94 0
II 0 82.35 17,64 0 0
III 2.94 94.11 2.94 0 0
IV 17.64 79.41 2.94 0 0

The table shows the percentage of students motivation in cycle I which included
into high motivation was about 58.82 %, while in cycle II increase to 82.35%. The
percent of improvement was about 23.53%. In Cycle III the percentage of the student
which obtained the high motivation was 94.11%. The percent of improvement was
about 11.76% and about 2.94 % students included into very high motivation. In cycle
IV the students who had high motivation decrease become 79.41%, but increase in very
high category become 17.64%.

Figure 4.1.The level of student motivation from cycle I to cycle IV on human
respiratory system for 11
th
grade student SMA Negeri 1 TebingTinggi

0
5
10
15
20
25
30
35
1,00-1,49
(Low)
1,50-2,49
(Fairly Low)
2,50-3,49
(Medium)
3,50-4,49
(High)
4,5-5,00 (Very
High)
Cycle I
Cycle II
Cycle III
Cycle IV


2. Learning Outcomes
The objective of the implementation of guided inquiry was to improve students
motivation and learning outcomes in learning biology. The average score of learning
outcome presented in following table:
Table 4.2. Average of students learning outcomes from cycle I to cycle IV
No Learning Outcome Pretest
Post
Test I
Posttest
II
Posttest
III
Posttest
IV
1 Average Score 41.03 61.31 73.53 75.59 82.05
2
Percentage of
learning outcome's
improvement - 20.28% 12.21% 2.06% 6.47%
Based on the table 4.2, the average of students learning outcome increases at
posttest I; 20.28%, posttest II; 12.21%, posttest III; 2.06%, and post test IV; 6.47%. The
increase of students learning outcomes to each cycle shows an improvement of student
comprehension the topic being studied. It was appropriate with the constructivist theory
who stated student will learn best when they actively construct course concept by their
own.

Figure 4.2. The level of student learning outcomes from cycle I to cycle IV on human
respiratory system for 11
th
grade student SMA Negeri 1 TebingTinggi
0
2
4
6
8
10
12
14
16
18
20
90%-100%
(Very high)
80%-89%
(High)
65%-79%
(Fair)
55%-64%
(Low)
0-54% (Very
low)
Cycle I
Cycle II
Cycle III
Cycle IV
(Moderate)


Number
of student
%
Number
of student
%
Number
of student
%
Number
of Student
%
0%DS75% 24 70.59 20 58.82 13 38.24 2 5.88
75%DS100%
10 29.41 14 41.18 21 61.76 32 94.12
Note
Percentage of
completeness
Cycle I Cycle II Cycle III Cycle IV
Not complete Not complete Not complete Complete
3. Students Learning Outcomes
Based on the results obtained from the students' learning outcome in cycles I to
cycle IV, the completeness of student learning outcome could be calculated. The
percentage of learning outcome completeness could be presented in the table below:
Table 4.3. Percentage of students learning outcome completeness cycles I to cycle IV





From the table above, the number student who had score above 75 only 10
students (29.41%), and students who had score below 75 were 24 students (70.59%). It
could be concluded that the learning outcome obtained in the first cycle was not reach
the criteria of learning completeness. The low of students motivation and less of
students involvement in the learning activity may have an impact to the students
learning outcomes. Motivation and activeness student in learning process are the factors
to support the successful of learning.
In the second cycle, the learning completeness was not reached. Students who
had achieved the standard completeness of learning outcome were 14 students
(41.18%). The action continued into the next cycle. In the third cycle, students who had
achieved criteria of completeness were 21 students (61.76%), and still not reached the
criteria of classical learning completeness. In fourth cycle, there were 32 students
(94.12%) passed the learning completeness, it indicates that the classical learning
completeness was achieved, where percentage of students learning completeness
(94.12%) 85 %.

4. Students Activity
To achieve the completeness of the students activity, at least 80% of the total of
students should be included at least in moderate category and it should be 27 students
must achieved that score. The results of student activity from cycle I to cycle IV in the
implementation of guided inquiry at class XI-IPA6 SMA Negeri 1 Tebing Tinggi is
presented in the table below:


0
20
40
60
80
100
120
cycle I cycle II Cycle III Cycle IV
p
e
r
c
e
n
t
a
g
e

student's learning activity
Percentage (%)

Table 4.4. Percentage of learning activity completeness from cycle I to cycle IV
No. Category cycle I cycle II Cycle III Cycle IV
1 Very Active 0 0 0 5
2 Active
2 6 10 10
3 Moderate
11 16 17 18
4 Not Active 21 12 7 1
Total 13 22 27 33
Percentage (%) 38.23 64.71 79.41 97.06
Note
not
complete
not
complete
not
complete
Complete

It was about 38.23% of the students had active percentage, whereas the classical
completeness of learning outcomes should more than 80%. The same result is also
shown by the percentage in cycle II and III. In cycle II, the percentage is about 64.71 %.
Where in cycle III about 79.41%. At last cycle, the percentage of the student activeness
reached the criteria of learning activeness. It is about 97.06% from the total number of
students were categorized as active learner.












Figure 4.3. The level of student activity from cycle I to cycle IV on human respiratory
system for 11
th
grade student SMA Negeri 1 TebingTinggi


DISCUSSION
The datum of research has shown the positive impact on students motivation,
learning outcomes and activities. This is due to the theory which guided inquiry models
can motivate students to find out the knowledge with their own experience by doing
scientific work.
The objectives of implementation of guided inquiry were to improve students
motivation and learning outcomes of human respiratory system. Based on the datum has
been described above, the datum obtained as follows: student classical motivation in
first cycle show improvement to fourth cycle, namely 58.82% (first cycle) to 82.35%
(second cycle) to 97.06% (third and fourth cycle).
The post-test on a cycle I shows that students who scored 75 only 10 students,
or about 29.41%, and the students who scored <75 there are 24 students or about
70.59%. The datum indicates that students learning outcomes in the cycle I was not
achieved the criteria of classical learning completeness. The classical completeness of
activity in cycle I show that the students were inactive. The classical activity percentage
was about 38.23%. Students motivation also shown the motivation was included into
moderate category 3.49.
There were some problems occurred in cycle I. In this cycle the students was
seem unaccustomed with the type of learning which place them as active learner,
because they usually got information from the teacher. Thus, the time to understand the
worksheets was not quite enough, where after sharing worksheet; the students directly
work on the worksheet in accordance with the procedure. As a result, the student has a
lot question because of lack understanding of work procedures presented in the
worksheet.
There were some improvements the teacher done, which instructed the students
to learn at home before followed the class. The teacher also modified the time allocation
to cover the overtime in cycle I.
After improving the action from cycle I, student learning outcomes in the second
cycle increased by 11.77% to 41.18%. Where students who have reached score <75 are
20 students, and 75 are 14 students. The data also indicates that student learning
outcomes in the cycle II have not achieved the criteria of completeness that has been


determined. The classical activity percentage was about 67.41%. Students motivation
also shown the motivation was included into high category 3.77.
The problem arise in cycle II is caused by the students did not focused to the
learning process. Some of the students just played with their friend during the
experiment. The students also lack of preparation to follow the lesson. The
improvement has been done to cover these weaknesses. The students were instructed to
record the name of students who worked and did not worked. The teacher also
motivated the students to express their opinion about the knowledge they got during
followed learning process.
Then the third cycle proceed after doing some improvements, it was found that
the cycle III that the learning outcome increased by 20.58% to 61.76%. Where students
who have achieved score 75 are 21 students and <75 which are 13 students. The data
indicate that student learning outcomes have not achieved the criteria of completeness
that has been determined. The classical activity percentage was about 79.41%. Students
motivation also shown the motivation was included into high category 3.99.
There were several obstacles arise in cycle III. The students seem difficult to
make conclusion suitable with the result of experiment. In this phase, the teacher
focused to guide the students compiled their conclusion. Teacher also choose the idea
which attract students curiosity.
After doing some improvements, it was found that the cycle IV that the learning
outcome increased by 32.36% to 94.12%. The classical activity percentage was about
97.06%. Students motivation also shown the motivation was included into high
category 4.03.
The implementation of guided inquiry in class will have problems with the class
management. It will be difficult to control student activity in class while the number of
students greater than 40 students. Because the instructor cannot effectively monitor the
progress of every group, it is beneficial to break the worksheet into smaller sets of
questions and review the answers with the entire class throughout the period, rather than
simply letting the groups work continuously throughout the class period. The choice of
reviewing the answers with students in this way is a compromise between giving the
students ownership of learning and ensuring that all students are on track. In this


research, the researcher also administered the worksheet to each student to make them
actively works in group.
Based on the above description it can be seen that by implementing the guided
inquiry can improve student motivation and learning outcomes in learning biology. It is
suitable with the earlier research by Makrina (2007). The implementation of guided
inquiry gives the chance for student to develop their science processing skill and
improve students learning outcomes.
The result of the research have positive impact to improve student motivation,
learning outcomes, and learning activity. Guided inquiry giving students more chance to
reflect on their own learning, gain a deeper understanding of the course concepts, and
become better critical thinkers (Lane, 2007). So that the increasing of learning outcome
stay along with the increasing of learning activities and motivation.
CONCLUSIONS
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.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).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.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.



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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