The profile of teachers’ problem related to inquiry learning set based on level of inquiry in physics learning in Madrasah Aliyah (MAN)

Abstract

This research aimed to find out the representation of Madrasah Aliyah (MAN) teachers’ understanding on inquiry learning set based on level of inquiry. The research method employed was descriptive one with the subject of research consisting of 5 physics teachers in three MANs in Sragen City, taken using random sampling technique. The instrument of research used was learning questionnaire to see the learning set based on level of inquiry developed by teacher and document study of learning set. Data analysis was conducted by categorizing and presenting the result of teachers’ questionnaire. The result of research showed that teachers’ understanding related to the development of inquiring learning set is varying in each level of inquiry. From the percentage of each level, it can be found out that 100% of teachers have understood and used discovery learning, interactive demonstration, inquiry lesson learning models, 80% have understood and used guided inquiry lab, 30% bounded inquiry lab, 20% free inquiry lab, 40% Pure hypothetical inquiry, and 30% applied hypothetical inquiry. It indicated that some teachers have not understood the level of inquiry and find some constraints with the development of inquiry-based set. Teachers needed reference and facilitation activity in developing learning set based on level of inquiry, so that in the future inquiry activity can run chronologically corresponding to the level of inquiry.This research aimed to find out the representation of Madrasah Aliyah (MAN) teachers’ understanding on inquiry learning set based on level of inquiry. The research method employed was descriptive one with the subject of research consisting of 5 physics teachers in three MANs in Sragen City, taken using random sampling technique. The instrument of research used was learning questionnaire to see the learning set based on level of inquiry developed by teacher and document study of learning set. Data analysis was conducted by categorizing and presenting the result of teachers’ questionnaire. The result of research showed that teachers’ understanding related to the development of inquiring learning set is varying in each level of inquiry. From the percentage of each level, it can be found out that 100% of teachers have understood and used discovery learning, interactive demonstration, inquiry lesson learning models, 80% have understood and used guided inquiry lab, 30% bounded inquiry lab, 20% free inquiry lab,...