OPTIMALISASI PERANGKAT PEMBELAJARAN MENGGUNAKAN MODEL INQUIRY LAB UNTUK MENINGKATKAN OSEAN DAN PEMAHAMAN KONSEP SISWA PADA MATERI FLUIDA STATIS

Berdasarkan PERMENDIKBUD No.81A tentang Impementasi Kurikulum 2013, proses pembelajaran langsung mewadahi siswa untuk mengembangkan pengetahuan dan keterampilan. Dalam pelaksanaannya kegiatan belajar yang dilakukan siswa adalah mengamati menanya mengumpulkan informasi, mengasosiasi, dan mengkomunikasikan. Pada penelitian ini kegiatan tersebut dinamakan ‘OSEAN’. Hasil studi pendahuluan menunjukkan, dengan metode ceramah kegiatan OSEAN siswa berurutan 76%, 17%, 29%, 26%, dan 30% dari jumlah siswa yang mengikuti pembelajaran, selain itu hanya 11% siswa yang mencapai KKM. Telah dilakukan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatkan kegiatan ‘OSEAN’ dan pemahaman konsep siswa melalui optimalisasi perangkat pembelajaran menggunakan model inquiry lab. Untuk melihat kegiatan ‘OSEAN’ digunakan lembar observasi dan open guided inquiry worksheet, sedangkan pemahaman konsep dilihat dari hasil tes pemahaman konsep setiap pertemuan. Indikator keberhasilan PTK adalah (1) untuk kegiatan OSEAN siswa berturut-turut 85%,50%,50%,50%,50% dan 50% siswa tuntas dalam menyelesaikan masalah menggunakan metode ilmiah (2) untuk pemahaman konsep 80% siswa mencapai KKM. Setelah melakukan refleksi dan evaluasi pada siklus I dan II, pada siklus III, peneliti menekankan pada pendekatan ilmiah dan memberi penguatan konsep yang lebih mendalam pada akhir pembelajaran. Hasil yang diperoleh 100% siswa mencapai nilai di atas KKM. Kegiatan ‘OSEAN’ siswa dari hasil observasi selama proses pembelajaran yaitu 100%, 73%, 100%, 100%, 60% pada tahap verifikasi, sedangkan dari hasil open guided inquiry worksheet 100% siswa melakukan kegiatan ‘OSEAN’ dan 93,3% siswa tuntas menyelesaikan masalah menggunakan metode ilmiah. Pada siklus III semua indikator keberhasilan tercapai. Kata kunci : Kurikulum 2013, OSEAN, Pemahaman konsep, Inquiry Lab Based on Permendikbud No.81A about Implementation of Curriculum 2013, directly facilitate the students learning process to develop their knowledge and skills. In the implementation, learning activities of students is observing, asking, collecting information, associating, and communicating. In this study these activities are called 'OSEAN'. The results of a preliminary study suggests that OSEAN activities of student using lecture method is 76%, 17%, 29%, 26%, and 30% from all students who take the lessons, but only 11% of students who has achievement over the minimal passing criteria. A Classroom Action Research (CAR) has been done to increase the 'OSEAN' activities and students' concepts comprehension through optimization of learning tools using an inquiry lab model. Observation sheets and guided inquiry worksheets are used to observe the OSEAN activities. Concepts comprehension are seen from the results of concept comprehension tests of each meeting. Successful indicators of this CAR are (1) OSEAN activities of each student respectively are 85%, 50%, 50%, 50%, 50% and 50% of students are completed in solving problems using the scientific method (2) 80% of students have achievement over the minimal passing criteria. After some reflection and evaluation of first and second lesson, in the third lesson, the researcher emphasized the learning on the scientific approach and give a more deep concepts strengthening at the end of lesson. The results are 100% of students have achievement over the minimal passing criteria. From the observation, 'OSEAN' activities are 100%, 73%, 100%, 100%, 60% at the verification stage. From the open guided inquiry, 100% of students do 'OSEAN' and 93.3% students completely solve problems using the scientific method. In the third cycle all indicators are achieved. Keywords: Curriculum 2013, OSEAN, Concepts Comprehension, Inquiry La

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