IMPLEMENTASI PEMBELAJARAN IPAS BERBASIS INQUIRY PADA ADVERSITY QUOTIENT, LOCUS OF CONTROL DAN HASIL BELAJAR SISWA FASE B KELAS IV MIN 1 YOGYAKARTA

Kharisma Lujeng Lestari, NIM.: 22204082017 (2024) IMPLEMENTASI PEMBELAJARAN IPAS BERBASIS INQUIRY PADA ADVERSITY QUOTIENT, LOCUS OF CONTROL DAN HASIL BELAJAR SISWA FASE B KELAS IV MIN 1 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study discusses the implementation of inquiry-based science learning on adversity quotient, locus of control and student learning outcomes phase B class IV MIN 1 Yogyakarta. With the aim of providing an in-depth explanation related to the implementation of inquiry-based science learning, the implications of inquiry-based science learning on adversity quotient, locus of control and student learning outcomes, supporting and inhibiting factors and solutions faced by teachers so that the teaching and learning process runs well. This study uses a qualitative approach in psychology to deeply understand a problem by collecting as much data as possible, which is then processed to find a solution so that the problem can be resolved. Data collection was carried out through various techniques, such as observations that focused on the implementation of inquiry-based science learning on adversity quotient, locus of control, and student learning outcomes, interviews with teachers and grade IV students, and documentation of learning activities and school documents. The data obtained were analyzed through the stages of data condensation, data presentation, and verification. Data validity testing was carried out using a credibility test with data triangulation techniques. The results of the study showed several important findings: first, the implementation of inquiry-based science learning can increase student activity, train self-confidence, and encourage persistence in the learning process. Second, the implications of inquiry-based science learning on adversity quotient, locus of control and student learning outcomes have several significant implications, such as student involvement in the classroom, development of critical thinking skills, character formation, independence, and collaboration and teamwork skills. Third, supporting factors for implementation include active student involvement, a conducive learning environment, and motivation and intention to learn, while inhibiting factors include limited resources and internal student factors. Fourth, solutions to overcome obstacles include creating a supportive learning environment and strengthening student independence and responsibility.

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