Praktikum Creative Mini-Project Open Inquary-Based Dalam Membangun Keterampilan Kerja Ilmiah dan Produk Kreatif Mahasiswa Calon Guru Biologi
DOI:
10.29303/jipp.v10i4.2489Published:
2025-11-05Downloads
Abstract
Tren yang berkembang saat ini praktikum dijadikan sebagai metode pengembangan sains berorientasi inkuiri terbuka guna mengembangkan kreativitas secara mendalam. Rendahnya kreativitas mahasiswa seperti kemampuan menghasilkan produk kreatif akan dikembangkan dengan pendekatan mini project open inquiry-based dengan tujuan membekali mahasiswa keterampilan kerja ilmiah dan membangun kreativitasnya guna bisa menghasilkan produk kreatif. Penelitian ini dilakukan pada 49 orang mahasiswa calon guru Biologi yang memprogramkan mata kuliah Mikrobiologi. Penelitian ini dilakukan dengan menggunakan Rancangan Quasi Eksperiment One Group Pre-test Post-test Design. Data penelitian diolah menggunakan Uji beda rata-rata (Uji Mann-Whitney) dan uji N-gain untuk melihat peningkatan yang terjadi. Hasil penelitian menunjukkan bahwa pembelajaran praktikum Mikrobiologi berbasis Mini-Project dapat meningkatkan kecakapan bekerja ilmiah (N-gain, sedang) mahasiswa calon guru Biologi. Berdasarkan hasil asesmen formatif melalui asesmen proses dan produk dapat disimpulkan bahwa implementasi praktikum mini-project memengaruhi perkembangan keterampilan membuat dan menyelesaikan proyek, pemahaman teori praktikum, keterampilan laboratorium, sikap ilmiah dan kemampuan komunikasi verbal calon guru Biologi. Karakteristik sintak pedagogi Praktikum Mini-Project dapat membekali mahasiswa keterampilan dasar laboratorium, melatih bekerja ilmiah dan membekalkan kemampuan membuat rencana/rancangan proyek dalam bentuk Mini-Project. Selama implementasi Praktikum Creative Mini-Project mahasiswa bekerja dengan didasarkan pada rasa ingin tahu yang tinggi yang mendasari munculnya ide-ide kreatif untuk mengembangkan proyek. Berdasarkan temuan dalam penelitian ini, model praktikum mini-project berpotensi baik untuk digunakan sebagai model praktikum inovatif dengan didahului oleh guided inquiry sebagai scafolding action sehingga mahasiswa benar-benar siap untuk melakukan mini-project.
Keywords:
Praktikum Creative Mini-Project, Open Inquary-Based, Kerja Ilmiah, Produk Kreatif Mahasiswa.References
American Association for the Advancement of Science (AAAS). (1989). Science for all American. A project 2061 report on literacy goals in science. mathematics, and technology. Washington, DC: AAAS.
Ault, J. F., Renfro, B. M., & White, A. K. (2011). Using a Molecular-Genetic Approach to Investigate Bacterial Physiology in a Continuous, Research-Based, Semester-Long Laboratory for Undergraduates †. Journal of Microbiology & Biology Education, 12(2), 185–193.
Bretz, S. L., Fay, M., Bruck, L. B., & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory. Journal of Chemical Education, 90(3), 281–288.
Chang, K. E., Sung, Y. T., & Lee, C. L. (2003). Web-based collaborative inquiry learning. Journal of Computer Assisted Learning, 19(1), 56–69.
Cohen, J. B., Pham, M. T., & Andrade, E. B. (2015). The Nature and Role of Affect in Consumer Behavior. Handbook of Consumer Psychology, January 1991. https://doi.org/10.4324/9780203809570.ch11
Domin, D. S. (1999). A Review of Laboratory Instruction Styles. Journal of Chemical Education, 76(2–4), 543–547. https://doi.org/10.1021/ed076p543
Doppelt, Y. (2005). Assessment of project-based learning in a Mechatronics context. Journal of Technology Education, 16(2), 7–24.
Gardner, S. M., & Gasper, B. J. (2013). Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking. Journal of Microbiology & Biology Education, 14(1): 25–34.
Hanauer, D.I., Hatfull G.F., Jacobs, S.D. (2009). Active Assessment: Assessing Scientific Inquiry. New York: Springer.
Hanke, U. (2011). Effects of Creative Dispositions on the Design of Lessons. The Open Education Journal, 4(1), 113–119.
Hofstein, A., Kipnis, M., & Kind, P. (2008). Enhancing students'meta-cognition and argumentation skills. Science education issues and developments, 59.
Hofstein A. and Lunetta V.N., (2003), The laboratory in science education: foundation for the 21 century, Science education, 88, 28-54.
Horn, D., & Salvendy, G. (2006). Product creativity: Conceptual model, measurement and characteristics. Theoretical Issues in Ergonomics Science, 7(4), 395–412.
Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000), "Doing the lesson" or doing science": Argument in high school genetics. Science Education, 84(6), 757-792.
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3-4), 313-350.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science education, 77(3), 319-337.
Kusnadi, K., Rustaman, N. Y., Redjeki, S., & Aryantha, I. N. P. (2017). Enhancing Scientific Inquiry Literacy of Prospective Biology Teachers through Inquiry Lab Project in Microbiology. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012136). IOP Publishing.
LaManna, J. R., & Eason, P. K. (2011). Building Creative Scientists in the Classroom Laboratory: Applications for Animal Behavior Experiments. The American Biology Teacher, 73(4), 228–231.
Lumpe, A. T., & Oliver, J. S. (1991). Dimensions of hands-on science. The American Biology Teacher, 345-348.
Millar, R., & Abrahams, I. (2012). Practical work - Research Database, The University of York. School Science Review, 91(334), 59-64.
National Research Council. (2000). National science education standards. Washington, DC: National Academy of Science.
Qadar. R. (2015). Pengembangan Asesmen Terintegrasi Pembelajaran Inkuiri Pada Perkuliahan Optika Calon Guru Fisika Bandung: Universitas Pendidikan Indonesia. Tidak diterbitkan.
Runco, M. A. (2017). Comments on Where the Creativity Research Has Been and Where Is It Going. Journal of Creative Behavior, 51(4), 308–313.
Runco, M. A. (2014). Big C, Little c Creativity as a False Dichotomy: Reality is not Categorical. Creativity Research Journal, 26(1), 131–132.
Rustaman. N. Y. (2005). Perkembangan Penelitian Pembelajaran Berbasis Inkuiri Dalam Pendidikan Sains. Makalah Seminar Nasional II HISPPII. FPMIPA Universitas Pendidikan Indonesia.
Tamir, P. (1989). Training Teachers to Teach Effectively in the Laboratory. Science Education, 73(1), 59–69.
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. http://www.bie.org/research/study/reviewof project based learning_2000
Treffinger, D. J. (1981). Analysis of Creative Products: Review and Synthesis. The Journal of Creative Behavior, 15(3), 158–178.
Xu, H., & Talanquer, V. (2013). Effect of the level of inquiry on student interactions in chemistry laboratories. Journal of Chemical Education, 90(1), 29–36.
Yang, K. K., Lee, L., Hong, Z. R., & Lin, H. S. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education, 38(13), 2133–2151.
License
Copyright (c) 2025 AA. Sukarso, Dewa Ayu Citra Rasmi, I Wayan Merta
This work is licensed under a Creative Commons Attribution 4.0 International License.
klik di sini 
