APPLICATION OF GUIDED INQUIRY METHOD IN LEARNING LANGUAGE FOR UNDERGRADUATE NURSING STUDENTS

Moh. Zainudin; Eka Nurjanah

doi:10.33578/pjr.v7i1.9089

Authors

Moh. Zainudin Universitas Bina Sehat PPNI, Mojokerto Author
Eka Nurjanah Universitas Pesantren Tinggi Darul Ulum, Jombang Author

DOI:

https://doi.org/10.33578/pjr.v7i1.9089

Keywords:

community service learning material, guided inquiry method, language learning

Abstract

This paper discusses in detail the planning, implementation, and evaluation of the application of the guided inquiry method for undergraduate nursing students at the Universitas Bina Sehat PPNI Mojokerto. The lecturer solely serves as a facilitator through the guided inquiry method, which enables students to actively participate in learning activities. Learning materials for making proposals for community services, implementing community services, and writing articles about community services are the implementation of the guided inquiry method. The research design used is qualitative, which obtains descriptive information through interviews, observations of people's behavior, or written or spoken statements from participants. Observation, interviews, and documentation are data collection. Data analysis is summarized as (1) data compression in this activity, data are chosen based on the level of relevance and the relationship to data groupings. In addition, data are collected into one unit, and codes are created, (2) presenting by assembling related data, and (3) making conclusions to understand the significance of the sporadic symptoms. The use of the guided inquiry method in language acquisition can be divided into three categories based on the findings and discussion; planning, implementing and evaluating the application of the guided inquiry method. The guided inquiry approach is put into the students’ learning experience of the lecturer planning section. Students use the guided inquiry approach in the application, starting with problem-solving, hypothesis-making, evidence-gathering, hypothesis-testing, and conclusion-drawing. Subsequently, the researcher made an evaluation criterion to test students' proficiency through the guided inquiry method. When the guided inquiry approach is used, students get learning opportunities, especially ones that help them develop their speaking and writing skills, which are two forms of productive language. The students' capacity to conduct teaching at school and produce articles for community service serves as evidence regarding this.

References

Armawan, D., Parno, & Yuliati, L. (2017). Analisis Strategi Thinking Maps dalam Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(5), 652–660.

Asnita, W. S. (2016). Model Inkuiri Terbimbing Untuk Meningkatkan. Pendidikan Sains Pascasarjana Unesa, 6(1), 1130–1139.

Bruno, L. (2019). Pengaruh Strategi Penemuan Terbimbing Terhadap Motivasi Belajar IPA Siswa Kelas IV SDN I Rantepao Kabupaten Toraja UtaraPengaruh Strategi Penemuan Terbimbing Terhadap Motivasi Belajar IPA Siswa Kelas IV SDN I Rantepao Kabupaten Toraja Utara. Journal of Chemical Information and Modeling, 53(9), 1689–1699.

Effendi, D., & Wahidy, A. (2019). Prosiding seminar nasional pendidikan program pascasarjana universitas PGRI palembang. Pemanfaatan Teknologi Dalam Proses Pembelajaran Menuju Pembelajaran Abad 21, 2(pendidikan), 999–1015.

Firdaus, M., & Wilujeng, I. (2018). Pengembangan LKPD Inkuiri Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar Peserta Didik. Jurnal Inovasi Pendidikan IPA, 4(1), 26–40. https://doi.org/10.21831/jipi.v4i1.5574

Fitriyati, I., & Munzil. (2016). Berbantuan Media Untuk Meningkatkan Keterampilan. Jurnal Penelitian Pendidikan IPA, 1(1), 1–6. http://journal.unesa.ac.id/index.php/jppipa%0APENERAPAN

Hidayat, R., Khotimah, K., & Saputra, A. (2019). Mata Kuliah Wajib Umum Bahasa Indonesia Di Perguruan Tinggi: Sebuah Tawaran Model Pembelajaran (Indonesian Language Compulsory Courses in Higher Education: An Offering Learning Model). Jurnal Ilmiah Telaah, 4(1), 31–35.

Jayadinata, A. K., Gusrayani, D., & Azizah, H. N. (2016). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Energi Bunyi. Jurnal Pena Ilmiah, 1(1), 51–60.

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. In Motivational Design for Learning and Performance: The ARCS Model Approach. https://doi.org/10.1007/978-1-4419-1250-3

Moleong, L. J. (2008). Metodologi Penelitian Kualitatif. Remaja Rosda Karya.

Parno. (2015). Pengaruh Model Penemuan Terbimbing Dengan Strategi Self-Explanation Terhadap Prestasi Belajar Fisika Zat Padat Mahasiswa Effect of Guided Discovery Model With Self- Explanation Learning Strategy Toward Students ’ Achievement on Solid State Physics. Jurnal Pendidikan Fisika Indonesia, 11(1), 23–35. https://doi.org/10.15294/jpfi.v11i1.4000

Pertiwi, E. F. (2018). Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar Penerapan Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar Fisika Peserta Didik. Jurnal Pendidikan Fisika, 6(2), 129–138.

Rabiah, S. (2015). Penggunaan Metode Research and Development dalam Penelitian Bahasa Indonesia di Perguruan Tinggi. Adobsi, April 2015, 1–7.

Sanjaya, W. (2012). Perencanaan dan Desain Sistem Pembelajaran Edisi Pertama. In Prenada Media Group.

Sugiyono. (2013). Memahami Penelitian Kualitatif. Alfabeta.

Tarigan, H. G. (2008). Berbicara sebagai suatu Keterampilan Berbahasa. Angkasa.

Yuniastuti, E. (2016). Peningkatan Keterampilan Proses, Motivasi, Dan Hasil Belajar Biologi Dengan Strategi Pembelajaran Inkuiri Terbimbing Pada Siswa Kelas Vii Smp Kartika V-1 Balikpapan. Jurnal Penelitian Pendidikan, 13(1). https://doi.org/10.17509/jpp.v13i1.3509