The Effectiveness of Inquiry Learning Approach in the Social Laboratorium to the Increasing of Learning Creativity in Social Study Subject (IPS) to the Fifth Grade Elementary School Students

Abstract

The objective of this research was to recognize the effectiveness of inquiry learning approach in the social laboratory towards the enhancement of learning creativity of 5th grade social study subject students at SD Negeri Bowongso 1 Wonosobo Semester I on the 2011/2012 period. There was a basic competence that was achieved in the IPS learning in the social laboratory was “Recognizing a variety of natural and synthetic phenomenon and time territory division in Indonesia by using map/atlas/globe and other media. This research was a developed research for the inquiry learning approach model and the enhancement of learning creativity, embraced development and application model. In the application model stage, an action classroom research from Stephen Kemmis and Robin Mc. Taggart which consisted of action remedy arrangement, action remedy application, observation, and reflection. Action variable was the inquiry learning approach and the related learning creativity variable. The data collection technique was an observation. In order to maximize the application model result, model was done at two times cyclus. The data analysis used Confirmatory Factor Analysis (CFA) dan Structural Equation Modeling (SEM) approach. CFA approach was used to analyze the suitability of the measurement model, where as SEM approach used to analyze the suitability of the structural model. The analysis calculation used LISREL 8.51 software. The suitability of the measurement and the structural model were based on the criteria rvalue >0.05, Root Mean Square Error of Approximation (RMSEA) < 0.08, and Goodness of Fit Index (GFI) > 0.90. The research result showed that there was found an effectiveness of inquiry learning approach in the social laboratory towards the enhancement of learning creativity of 5th grade social study subject students at SD Negeri Bowongso 1 Wonosobo Semester I on the 2011/2012 period. The usage of inquiry learning approach in the social laboratory was showed by the validity that was obtained from LISREL Estimates (Maximum Likelihood). All of the indicators (4) was proven had good validity and the most reliable indicator (formulating problem, determining work procedure, collecting data, presentation) was X1 (formulating problem score) and X4 (presentation score). The latent creativity indicator variable that had the best loading score at 0.845 was X5 (fluency). The path diagram output which was the CFA analysis resulted on the same estimation score as the similar LISREL output. The loading between X1 (formulating problem) and inquiry was at 0.71. All of the indicators were significant, because the t score higher than 1.96. The confirmatory model was suitable, because it had significant P score with the P score = 0.00628 higher than 0.005. The Chi-Square at 50.335 with 24 freedom degree. From the LISREL output showed that P-value at 0.3398 > 0.05. RMSEA = 0.021< 0.08 and GFI at 0.925>0.90. Thus, the structural model was suitable and compatible to be used, and the effectiveness of the inquiry learning approach in the social laboratory towards the enhancement of the IPS learning creativity of 5th grade students was proven