What Is The Scientific Method

What is the scientific approach?
The scientific approach can be interpreted as our starting point or point of view on the learning
process, which refers to the view of the occurrence of a process that is still very general in
nature, in which it accommodates, inspires, strengthens, and underlies learning methods with a
certain theoretical scope.
The scientific approach has the following characteristics:
1) centered on the student.

2) involves the science process skills in constructing the concept, law or principle.
3) involves the cognitive processes of potential in stimulating the development of intellect,
especially high-level thinking skills of students.
4) be able to develop the character of students.
The purpose of learning the scientific approach

The purpose of learning the scientific approach based on the advantages of the approach are :
1) to improve the ability of intellect, especially high-level thinking skills of students.
2) to establish the ability of the student in solving a problem in a systematic way.
3) the creation of conditions for learning in which students feel that learning is a necessity.
4) obtaining results of high learning.
5) to train students in the communication of ideas, especially in writing a scientific article.
6) to develop the character of students.
Learning steps with a scientific approach (Scientific approach)

Hosnan (2014: 32) the scientific learning process touches three areas of learning :
 attitudes,
 knowledge, and
 skills.
The learning process involving the three domains is illustrated as follows:
Kemendikbud (2013) menyajikan pendekatan ilmiah dalam pembelajaran secara visual sebagai
berikut.
Kemendikbud (2013) presents a scientific approach to visual learning as follows.
1. Mengamati (Observing)
Observation activities prioritize the meaningfulness of the learning process (meaningfull
learning). This method has certain advantages, such as presenting real media objects,
making students happy and challenged, and easy to implement.
Observation activities in learning are carried out by taking the following steps:
 Determines what object to observe.
 Make observation guidelines in accordance with the scope of the object to be
observed.
 Determine clearly what data needs to be observed, both primary and secondary.
 Determine where the object of observation is.
 Define clearly how observations are made to collect data so that it runs easily and
smoothly.
 Determine the method and record the results of observations, such as using
notebooks, cameras, tape recorders, video recorders, and other stationery.
a. Observasi biasa (common observation).

In ordinary observation for learning purposes, students are subjects who fully observe
(complete observer). Students do not involve themselves with the person, objects, or
situations being observed.
b. Observasi terkendali (controlled observation).
In contrast to ordinary observation, in controlled observation, the actor or object being
observed is placed in a specific space or situation. Therefore, learning with controlled
observation contains the values of experiments or experiments on the actors or objects
being observed.
c. Observasi partisipatif (participant observation).
In participatory observation, students involve themselves directly with the actors or
objects being observed.
Things that can make the scientific approach effective

(1) Tape recorder, to record conversations;
(2) Camera, to visually record objects or activities;
(3) Film or video, to record object activities or audio-visually; and
(4) Other tools as needed. The instruments used in conducting observations can be in the form of
a checklist, a rating scale, anecdotal notes records), periodic records, and mechanical devices.
Prinsip-prinsip yang harus diperhatikan oleh guru dan peserta didik selama observasi
pembelajaran.
a. Careful, objective, and honest and focused on the object being observed for the sake of
learning.
b. Before the observation is carried out, the teacher and students should determine and agree
on the methods and procedures for observing.
c. Teachers and students need to understand how to record and how to make notes on the
acquisition of observations.
2. Menanya (Questioning)
Questioning activity has several functions:
a. Generating curiosity, interest, and attention of students about a theme or learning topic.
b. Encourage and inspire students to actively learn, as well as develop questions from and
for themselves.
c. Diagnosing students' learning difficulties as well as conveying plans to find solutions.
d. Familiarize students to think spontaneously and quickly, and be alert in responding to
problems that suddenly arise.
3. Mencoba (Experimenting)
The activities carried out are collecting information/experiments. The learning activities are
conducting experiments, reading other sources, observing objects/events/activities,
interviews with resource persons.
Experimental applications can develop various domains of learning objectives : attitudes,
skills, and knowledge. The real learning activities for this are:
a. Determine the theme or topic in accordance with the basic competencies according to the
demands of the curriculum;
b. Learn how to use the tools and materials that are available and should be provided;
c. Study the relevant theoretical basis and the results of previous experiments;
d. Conduct and observe experiments;
e. Recording phenomena that occur, analyzing, and presenting data;
f. Draw conclusions on the experimental results; and
g. Create reports and communicate experimental results.
Things that the teacher must pay attention to when experimenting

(1) Formulate the objectives of the experiment that will be carried out by students
(2) The teacher and students prepare the equipment used
(3) Need to take into account the place and time
(4) The teacher provides working papers for directing student activities
(5) The teacher discusses the problem that will be used as an experiment
(6) Distributing worksheets to students
(7) Students carry out experiments with teacher guidance, and
(8) The teacher collects the student's work and evaluates it, if deemed necessary to be
discussed classically.
4. Mengolah informasi (Associating)

The term association in learning refers to the ability to group various ideas and associate
various events and then enter them into fragments of memory.
Applications for developing learning activities to increase student association power can be
done in the following ways :
a. The teacher arranges learning materials in a form that is ready in accordance with the
demands of the curriculum.
b. Teachers do not apply the lecture method or lecture method much. The main task of
the teacher is to give brief but clear instructions accompanied by examples, either by
themselves or by means of simulations.
c. Learning materials are arranged in stages or hierarchically,
d. Learning activities are oriented towards measurable and observable results
e. Any errors must be corrected or corrected immediately
f. It is necessary to do repetition and practice.
g. Evaluation or assessment is based on real or authentic behavior.
h. The teacher records all the progress of students for the possibility of providing
corrective learning actions.
5. Membentuk Jejaring (Networking)

The learning activity is to convey the results of observations, conclusions based on the
results of the analysis orally, in writing, or other media.

What Is The Scientific Method

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What is the scientific approach?

The scientific approach has the following characteristics:

1) centered on the student.

The purpose of learning the scientific approach

Learning steps with a scientific approach (Scientific approach)

a. Observasi biasa (common observation).

Things that can make the scientific approach effective

Things that the teacher must pay attention to when experimenting

4. Mengolah informasi (Associating)

5. Membentuk Jejaring (Networking)

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