Mengubah Pola Pertanyaan Normatif menjadi Analitis melalui Phenomenon Based Learning sebagai Representasi Pembelajaran Mendalam

Abstrak

Thinking is driven not by answers but by questions. In the context of science education, questioning does not merely function as a response to instructional content; rather, it represents an essential component of the scientific inquiry process. The ability to formulate questions also reflects the quality of students’ cognitive processes, which aligns with one of the key dimensions of the Graduate Profile, namely critical reasoning. This study aims to transform students’ questioning patterns from normative questions (primarily focused on definitions and procedures) into analytical questions that require causal reasoning. The shift in students’ questioning patterns was facilitated through Phenomenon-Based Learning (PhBL) implemented within a two-cycle Classroom Action Research (CAR) design. The research was conducted with 23 7th grade students of SMPN 2 Karangploso Satu Atap, namely 10 female students and 13 male students. The research data consisted of students’ question portfolios, which were analyzed descriptively using percentage techniques. Additional instruments employed to enhance the study’s validity included an observation rubric for assessing question quality and a question transformation matrix. The findings indicate that prior to engaging with the phenomenon, only 14% of students were able to formulate analytical questions. After the implementation of Phenomenon-Based Learning, 74% of students demonstrated the ability to generate analytical questions. These results suggest that PhBL promotes the internalization of more systematic and reflective modes of thinking.