EFFECTIVENESS OF INQUIRY LEARNING WORKSHOP BASED TO PROVIDE THE ABILITY TO CREATE PRODUCTIVE QUESTIONS OF SCIENCE TEACHER

Muhibbuddin¹*, Safrida², Adnan³ & Israwati^4
1Dr.Universitas Syiah Kuala, Banda Aceh, Indonesia, muhib.bio@gmail.com
²Dr, Universitas Syiah Kuala, Banda Aceh, Indonesia, saf_rida@unsyiah.ac.id
³Drs, Universitas Syiah Kuala, Banda Aceh, Indonesia, adnanabdullah408@gmail.com  
⁴Dr, Universitas Syiah Kuala, Banda Aceh, Indonesia, israpaud@unsyiah.ac.id
*Corresponding author

Abstract

Asking questions is an essential aspect that both students and teachers must have. Questions raised by teacher affect the learning process, study result and improvement toward students’ way of thinking. However, asking positive questions that give massive impact toward the learning process is not an easy way to do. A concrete learning strategy is needed to enable teachers to analyze subjects and come up with these positive questions as common skill in teaching. This study was conducted to test the effectiveness of inquiry learning workshop based in providing the ability to create productive questions for science teacher.  The method of this research is one-group pretest-posttest design, involving 32 science teachers from senior high school as research subject. The research was conducted for 24 days, from early October to December 2017. This research was conducted at greater Aceh district, Aceh, Indonesia. The aspect that was observed in this research was the ability of science teacher in creating productive questions and taxonomy bloom cognitive thinking skill level. The analysis result of 30 questions asked toward teachers showed that the initial ability of them in creating productive questions is low compared to non-productive questions. The average of productive questions only 33% (10 questions) and the non-productive questions hit as high as 67% (20 questions). The analysis ending result showed a significant improvement with productive questions increase to 58%. The average of 91% (27 questions) generated by teachers are productive questions. However, there 9% of the question remaining non-productive. Inquiry learning workshop based is truly effective in providing science teacher to generate productive question featured with advance thinking skill. The ability to generate productive question during learning process increased 58% and thinking ability decrease to 47% of remembering. The understanding skill improved 31%, analyzing skill improved 14% and evaluating skill improved 2%.

Keywords: Inquiry-Based Learning, Workshop, Productive Questions, Science Teachers.