Kasmolan Madlazim, Supriyono, M.N.R. Jauhariyah
This article describes a study of student activities in Earth and Space Science (IPBA) laboratory, which were designed to help physics teacher candidates to improve scientific abilities that are valuable in the work place. In these labs students design and conduct their own experiments. This study, we started to study whether the IPBA laboratory can support students not only write as scientists but also be involved in working like scientists while in the laboratory. For example, to represent physical processes in multiple ways; to modify a qualitative explanation; to design an experimental investigation; to collect and analyze data; to evaluate experimental predictions and outcomes, conceptual claims, problem solutions, and models, and to communicate experimental results of seven earth science topics. The students were taught the tsunami, tectonic plate, earth's magnetic field, volcano eruption, climate changes, sun's radiation, and green house's effect topics. In the experimental groups Guided Inquiry Laboratory (GIL) model was used while the Regular Laboratory Activity (RLA) was used in the control class. The experimental class was exposed to GIL for a period of seven weeks. The researchers trained the other lecturer in the GIL before the treatment. Pre-test was administered before the treatment and a post-test after seven weeks treatment. The instrument that was used in the study was Scientific Abilities Performance Evaluation (SAPE) to measure student's scientific abilities. The instrument was pilot tested to assess the reliability. The reliability coefficient was 0.76. Experts assessed their validity before being used for data collection. Data were analyzed using t-test and gain score. Hypotheses were accepted or rejected at significant level of 0.05. Results of the study show that GIL was higher improvement than RLA. The researchers conclude that GIL is an effective strategy, which physics lecturers should be encouraged to implement in physics education programs. © Fundación Revista de Educación de las Ciencias.
Physics Department, Universitas Negeri Surabaya (UNESA), Indonesia
