IMPLEMENTASI PRAKTIKUM BERBASIS INQUIRY BASED LEARNING (IBL) TERHADAP KETERAMPILAN PROSES SAINS DAN KEPERCAYAAN DIRI PADA KONSEP SISTEM RESPIRASI

This study aims to examine the effect of Inquiry Based Learning (IBL) practical learning on improving science process skills (KPS) and self-confidence. The research method used was quasy experiment with Control Group Design Pretest-Posttes design. This research was conducted at the 4th State High School in Sukabumi City with a sample of the class XI MIPA 2 as many as 37 students as the experimental class and XI MIPA 1 class as many as 36 students as the chosen control class with purposive sampling technique. The instruments used were the KPS ability test in the form of multiple choice questions as many as 18 items, observation sheets, self-confidence questionnaires, response questionnaires and interviews with subject teachers. The measured KPS includes skills: 1) observing, 2) classifying, 3) predicting, 4) measuring, 5) using tools and materials, 6) communicating, 7) concluding. The results obtained on the KPS ability test is an increase in students' KPS in the experimental class by using Inquiry Based Learning (IBL) based practicum with an average N-Gain of 0.63 having a medium criterion, while an increase in KPS in the control class using conventional practice is average N-Gain 0.27 has a low criterion. Based on these data it can be concluded that there are significant differences between KPS students who use Inquiry Based Learning (IBL) based practice and science process skills students who use conventional practicum with Fcount = 1.04 ztabel = 1.96. The results obtained from the students' self-confidence observations are that there are differences in students' self-confidence in the experimental class by using Inquiry Based Learning (IBL) based practice with an average of 95.3 very good criteria, while students' self-confidence in the control class uses practicum conventionally with an average of 81.84 the criteria are very good. From the results of the study it can be concluded that there is an increase in science process skills and self-confidence after the implementation of Inquiry Based Learning (IBL) based learning practice