The Effect of Experimental Methods with an Inductive Approach on the Students’ Physics Scientific Performance

Science is concerned with how to understand nature systematically so that it is not only limited to mastering a collection of knowledge in the form of facts or concepts, but also as a process of discovery. An inductive approach can help students gather information and test it thoroughly, process information into concepts, and learn to manipulate these concepts. The aim of this study were 1) to describe the scientific performance of class VIII students of one of the schools in Bulukumba who were taught by using the experimental method with the Inductive Approach, 2) to describe the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using conventional learning methods, 3) analyzing the scientific performance of class VIII students of one of the schools in Bulukumba which was higher. This research is a type of experimental research, with posttest design only control group design. The population in this study were all students of class VIII of one of the schools in Bulukumba which were divided into six classes. The sample in this study were students of class VIII1 as the experiment class and class VIII2 as the control class who were selected by class randomization technique. The instrument used in this study was the scientific performance test. The results showed that 1)the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using the experimental method with the inductive approach was in the very high category, 2)the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using conventional methods were in the medium category, and 3) the physics scientific performance of class VIII students of one of The schools in Bulukumba who were taught using the experimental method with an Inductive Approach was higher than those taught using the conventional method. The recommendation of this research is that inductive learning should be carried out on a broader scale, namely in other schools, especially in physics learning.


I. INTRODUCTION
Physics is a science lesson with various natural events and problem solving both qualitatively and quantitatively (Susilowati, 2012). Physics is an empirical science, and has abstract concepts that are difficult to imagine (Marisda et al., 2010). Therefore physics is made one of the compulsory subjects taught at the secondary school level Ismayanti et al., 2010). Physics is one of the science lessons that plays an important role in creating quality young generations, A. A. Warsyidah, A. Hasin | JPF | Volume 9 | Number 1 | 2021 | 25 -34 26 because the content of physics learning consists of logical concepts that are able to shape human thought patterns (Riskawati & Marisda, 2020). It was further explained that in learning physics, students must be the learning subject, not the learning object (Siahaan & Suyana, 2010). Therefore, the task of a teacher is not only limited to conveying information, but also to directing students to discover their own physics concepts.
However, the reality in the field is that teachers do not apply learning methods that are able to develop the ability to think and examine physics problems through scientific performance . In fact in Indonesia, in teaching, teachers more often use conventional approaches that only pay attention to the development of knowledge.
This has not been able to prepare students to face the challenges of this increasingly developing area (Ma'ruf et al., 2020;Ma'ruf et al., 2019).
Based on the characteristics and content of physics learning, physics lessons as one of the sciences must be taught with a science learning approach that balances knowledge development and scientific performance . To be able to balance the acquisition of knowledge achievement and performance in students, a teacher must be creative in presenting learning so that learning becomes fun for students .
Based on observations in one of the junior high schools in Bulukumba, it can be seen that physics learning is carried out using the lecture and discussion method. The teacher does not consider the suitability of the subject matter with the methods and approaches used. This causes the low quality of student learning (Marisda et al., 2016), especially in terms of experiments.
One of the effective methods to improve the scientific performance of students' physics is by applying the experimental method with an inductive approach (Warsyidah et al., 2016). The experimental method is in the form of experimental activities which are the most important activities of science lessons, especially science. Through inductive learning, students draw conclusions based on concrete facts. Whether or not this inductive conclusion is drawn is determined by the objectivity of the observer (Suparmin, 2017) .
Referring to the background description and to instill the scientific performance of physics in students, a research was conducted with the title "The influence of experimental methods with an inductive approach to the scientific performance of students physics."

A. Learning and learning activities
The term learning is commonly used to indicate that we have discovered something new about something, someone, or we have taken a new stand. Vernon and Donal in Ahmadi et al. (2011)  learning is a change in behavior, while behavior is an action that can be observed.
Learning according to Gredler is the process of people acquiring various skills, skills and attitudes. Thus, it can be concluded that learning is a process of activity that causes new behavior or changes old behavior so that a person is better able to solve problems and adapt to situations faced in his life (Ahmadi et al., 2011) .
Learning is an everyday event at school.
Learning is a complex thing. The complexity of learning can be seen from two subjects and teachers. In term of learners, learning is experienced as an internal process. What is involved in this internal process is the whole mental which includes the cognitive, affective

B. Learning with an inductive approach
The inductive approach was originally put forward by the English philosopher, French Bacon, who wanted to draw conclusions based on concrete facts as much as possible. This system was seen as the best system of thinking in medieval times. Inductive thinking is a process of thinking that goes from specific to general. People look for certain characteristics or characteristics of various phenomena, then draw the conclusion that those characteristics or traits exist in all types of phenomena (Ahmadi et al., 2011).
The inductive approach is developed on the basis of the following postulates: 1. The ability to think can be taught.

Thinking is an active transaction between individuals and data.
This means that in a classroom setting, teaching materials are a means for students to develop certain cognitive operations.
The thought process is an orderly (lawful) sequence of stages that is, in order to master certain thinking skills, certain prerequisites must be mastered first, and the order of these stages cannot be reversed.
According to Hilda Taba, inductive thinking involves three stages and thus she developed three strategies for how to teach it. The first strategy is concept formation as a basic strategy, second, data interpretation, and third, the application of principles (Uno, 2011

B. Hypothesis test
Hypothesis test is intended to test the hypotheses that have been proposed, namely: "the scientific performance of class viii students of one of the schools in Bulukumba who was taught using the experimental method with an inductive approach was higher than those taught using conventional methods." Based on this hypothesis, the test is carried out using the right-side test with Independent-sample t test analysis. The statistical hypothesis, namely: Ho: μ_1≤ μ_2 Ha: μ_1> μ_2 Where, μ_1: The average score of the scientific performance of students who are taught using the experimental method with an inductive approach. μ_2: The average score of the scientific performance of students' physics taught by conventional methods.
Because the number of sample members is n1 = n2 and the variance is not homogeneous and homogeneous, the t-test formula used is as follows.

A. Research result
The results of descriptive statistical analysis were the presentation of data to describe or provide an overview of the scientific performance of students' physics who were taught using the experimental method with an inductive approach (experimental class) and those taught through conventional methods (control class).

a. Description of the scientific performance of students' physics
For the results of descriptive analysis of the scientific performance of students in the experimental and control classes could be seen in the table 1. The category interval for the scientific performance of students in the experimental and control class could be seen in Figure 2

b. Result of inferential statistical analysis 1) Prerequisite test
The requirements that must be met before

2) Hypothesis Test
The hypothesis in this study was tested by using the right-side test which was calculated manually or by computer with the test criteria H0 accepted if tcount> ttable. Hypothesis: The scientific performance of class viii students of one of the schools in Bulukumba who was taught using experimental methods with an inductive approach was higher than those taught using conventional methods  Ariswan (2016) also shows a significant increase in learning outcomes in the cognitive aspects of physics and science process skills in terms of the initial abilities of physics in slass X students at SMA Negeri 9 Yogyakarta with guided inquiry learning models through experimental methods. In line with that research that applies inductive thinking learning also gives positive results on student learning outcomes on the subject matter of geometric optics in class X semester II SMA Negeri 20 Medan (Sirait & Sihombing, 2017).
In addition, a positive effect is also seen in research using the inductive thinking learning model on student learning outcomes on geometric optic material for class X in pure intelligent private high school Tembung (Arwira et al., 2017) .

V. CONCLUSION AND SUGGESTION
A. Conclusion 1. The scientific performance of class VIII students of one of the schools in Bulukumba who was taught using the experimental method with an inductive approach is in the very high category.
2. The scientific performance of class VIII students of one of the schools in Bulukumba who was taught using conventional methods was in the medium category.
3. The scientific performance of class VIII students of one of the schools in Bulukumba who was taught using the experimental method with an inductive approach was higher than those taught using conventional methods.