Implementation of Guided Inquiry Learning Model to Improve Student’s Science Process Skills on Water Rocket Topic

This study aims to determine the application of the Guided Inquiry learning model to improve students’ science process skills on water rocket material at class XII Science 2 Public High School 107, Jakarta in 2021. Guided inquiry consists of presenting problems, making hypotheses, designing experiments, conducting experiments, analyzing data, and making conclusions. This research method used class-room action research which conducted in 2 cycles, each cycle consisting of planning, acting, observing, and reflecting. The indicator of the minimum completion criteria of student’s science process skills on water rocket topic is 75.00. The results of this study in the first cycle showed that the average score of the student’s science process skills on water rocket topic was 70.28. While the result in the second cycle is bigger than the first cycle which is 81.71. From the results obtained, students experienced an increase score and the achievement of minimum completeness criteria indicators. It can be concluded that the implementation of guided inquiry learning models can improve student’s science process skills on water rocket topic.


Introduction 1.1 Background Problem
According to Hamid Hasan (1998), the curriculum is an idea generated through theories and research, as an activity through the achievement of the purpose of curriculum to learners.Until now the curriculum changes that occurred in Indonesian education were as many as 7 times.This year, the curriculum is the national curriculum.This National Curriculum was created as a refinement and revision of the 2013 Curriculum.The National Curriculum has been in place since 2018.The National Curriculum has 4 aspects of assessment, namely aspects of knowledge, aspects of skills, aspects of attitudes, and aspects of behaviour.From these aspects, the school is placed as a place that provides a learning experience to learners, while the experience can improve the learning outcomes of learners.Learners' learning outcomes can be seen in the form of increasing knowledge about facts, information, principles, laws, work patterns, and others.In addition, learning outcomes are also seen from cognitive acquisition such as thinking and remembering behaviour, affective behaviour (attitude of appreciation and appreciation), and psychomotor behaviour.Then the learning results are said to be successful if there is a good personality trait [1].
Based on observations carried out in class XII Science 2 Public Senior High School 107 Jakarta obtained information that learners still lack mastering science process skills.This is due to the practicum carried out earlier in virtual form.Indications are seen when learners do a virtual practicum, some of them look less skilled in making observations, less understanding of concepts so many ask questions, passive when discussing, and when presenting students' worksheet practicum in front of the class it appears that the ability of learners in delivering the results of practicum still tends to be monotonous.This makes some learners not meet the desired learning outcomes, especially in the aspect of skills.
Science process skills need to be developed because there are cognitive, manual, and social skills.Cognitive skills are necessary because students use their minds when doing science process skills.Manual skills are necessary because students use tools and materials, measure, and use tools when performing science process skills.Social skills are necessary because students interact when carrying out science process skills.The development of science process skills is the main thing to improve the prose of science education in Indonesia [2].
Meanwhile, the Ministry of Education and Culture (Kemendikbud) issued Circular Letter number 15 of 2020 on Guidelines for The Implementation of Learning from Home in the emergency period of the spread of COVID-19 to strengthen Circular Letter No. 4 of 2020 on the Implementation of Education in the COVID-19 Emergency Period.The circular contains that one of the objectives of the implementation of Distance Learning (PJJ) is to ensure the fulfillment of the right of learners to get educational services during the COVID-19 emergency.
Then, in 2021 the government issued a limited Face-to-Face Learning (PTM) policy which of course is not the same as face-to-face learning as usual because meeting time between teachers and students is very limited.To optimize this limited face-to-face learning, teachers must design appropriate learning methods so that face-to-face learning can run optimally and can improve learning outcomes and science skills [3].
Related to these problems, the process of science skills is improved in two circumstances, namely, Distance Learning (PJJ) and Face-to-Face Learning (PTM) limited can be done by using more interesting learning and emphasizing the activeness of learners [5].Among them is the learning of the inquiry.Gengarelly and Abrams (2008) suggest that inquiry-based learning is essential for students to develop science literacy [9].They claim that inquiry learning supports improving students' understanding of science concepts [10].To develop an understanding of the nature of the scientific inquiry [11], it is important for students to engage in authentic science problems that are solved collaboratively [4].In accordance with the basic competence of Physics in class X odd semester on Parabolic Motion.One that could support the science process skills in Physics learning on parabolic motion materials is a simple experiment with water rockets.The manufacture of water rockets can be used as a learning medium to learn the concept of parabolic motion and support the skills of the learner's design process.According to a research conducted by Serevina [6], Scientific learning required a process that can stimulate students to learn through various real problems in everyday life.The problem is often associated with knowledge that has been or will be studied [7].Guided inquiry learning is a scientific process of active exploration that uses critical, logical, and creative thinking skills to answer questions by teacher guidance [8].Based on the introduction above, this research needed the topic of "Implementation of Guided Inquiry-Based Physical Learning" in order to improve the science process skills of students of class XII Public Senior High School 107 Jakarta.

Problem Formula
Can the implementation of guided inquiry learning strategies improve the science process skills of students of class XII Public Senior High School 107 Jakarta?

Research Objectives
Knowing the application of guided inquiry learning strategies can improve the science process skills of students of class XII Public Senior High School 107 Jakarta.1988) is a form of problem discovery itself as a group conducted by participants in a situation that aims to develop or improve the rationality and assess their social and educational practices, as well as they, understand the situation [14].The benefits of Classroom Action Research include teachers acting directly in research, cooperation in the classroom, actions to encourage creativity and critical thinking, and cooperation in classroom action research can make an agreement between students and teachers [13].According to Kurt Lewin, there are 4 stages, namely planning, action, observation, and reflection [15].

First cycle
The first cycle in the study was carried out with Distance Learning.So, learners do their own home learning with the Google Meet platform.

Planning
In this stage, planning is made for the learning process, including the Learning Implementation Plan using guided inquiry learning strategies, observation sheets, evaluation questions (post-test), and Student Worksheets.

Action
At this stage, Learning Implementation Plan (LIP) was implemented in-class learning.
Learning is carried out using guided inquiry learning strategies with the following steps:

Observations
Observations were conducted collaboratively between lecturers assisted by students and physics teachers of Public Senior High School 107 Jakarta.Physics teachers participate in the implementation stage.Take photos in the learning process of cycle one, as well as data retrieval for observation.

Reflection
Researchers monitor and evaluate the results of observations obtained in the first cycle and then make interpretations.All observations are reviewed jointly by teachers, researchers, and guidance lecturers.Reflection results are used to help with problemsolving and planning the second sulcus if there are still shortcomings in the first cycle.

Second Cycle
The second cycle in this study was carried out with limited Face-to-Face learning.So, students do learn in school.However, only half of the number of students of class XII SCIENCE 2 who do face-to-face learning are limited at school.

Planning
The second cycle is the result of reflection on the first cycle, at this stage, the teacher motivates learners and engages in activities that can make learners more active.In this second cycle, the material discussed is still about the motion of the parabola on the water rocket [12].

Action
During the learning implementation phase, the guided inquiry learning model used with experimental methods.

Observation
Observation in the second learning cycle is to record all new findings that occur during the learning process.The data collected will be processed and analyzed.Teachers work harder to make the second learning cycle better than the first learning cycle.

Reflection
Indicators of success have been achieved, the average student's learning skills score is already over 75, so the cycle is stopped.

Results and Discussions
After the implementation of this class action research with two cycles obtained data by the data triangulation method.

Event data
This study is a classroom action research using procedures with a cycle design that will be stopped if found or reached the indicator.In this case, it was implemented in mid-October 2021 (first cycle) and early November 2021 (second cycle) at Public Senior High School 107 Jakarta.Located on St. Swadaya, Jatinegara, East Jakarta, 13930.The object of the study is a student of class XII SCIENCE 2 in the school year 2021/2022.In this study, the results of the material studies tested were parabolic motion with a focus on conducting water rocket experiments to gain the science process skills of learners.The study was conducted in two cycles.The two cycles are reflected with a view to correcting actions in order to obtain data that actually describes the success of the method applied.
The results of the acquisition of data on the science process skills in learners' areas follows:

Documentation data
The teacher's ability to teach parabolic motion materials in the classroom in terms of their ability to develop, personal competence, social competence, and professional ability in the first and second cycles is seen to improve significantly with better mastery of concepts.The results showed an average student's skill score.The average value of the first Siculus is 70.28 and the second cycle is 81.71.Indicators of the minimum completion criteria of physics learning skills 75.00 has been reached.

Conclusion
Based on the results of the research above, it can be concluded that the implementation of guided inquiry learning models can improve student's science process skills on water rocket topic.

Figure 1 .Figure 2 .
Figure 1.Distance Learning of physics in the first cycle using the Google Meet platform (Source: Personal Documentation)

Figure 6 .
Figure 6.Students listen to the teacher's explanation of the parabolic motion of the water rocket (Source: Personal Documentation) This research was conducted at Public Senior High School 107 Jakarta, Indonesia in class XII SCIENCE 2 (from August 2021 to December 2021).Public Senior High School 107 Jakarta is located at St. Swadaya, Jatinegara, East Jakarta, 13930.The method used is the Class Action Research method.According to Hopkins Classroom action research is research that combines a research procedure with substantive action, an action taken in the discipline of an inquiry or an attempt by a person to understand what is going on, until seen in a process of improvement and change.Class Action Research according toKemmis and Mc Taggart (

Table 1 .
Six steps research implementation design learning in the first cycle

Table 2 .
Six steps research implementation design learning in the second cycle

Table 3 .
Acquisition of Data Results of Science Process Skills in The first cycle and the second cycle (scale 0-100)