Terdapat dua aktivitas siswa yang saling berhubungan dalam model pembelajaran probing
prompting, yaitu aktivitas siswa yang meliputi aktivitas berpikir dan aktivitas fisik yang berusaha
membangun pengetahuannya, serta aktivitas guru yang berusaha membimbing siswa dengan
menggunakan sejumlah pertanyaan yang memerlukan pemikiran tingkat rendah sampai
pemikiran tingkat tinggi (Suherman, 2001:55).
Probing
Penjelasan mengenai probing telah disajikan oleh Jacobsen pada bukunya yang berjudul
Methods for Teaching (1989: 149):
The former involves increased numbers of students, and the latter deals with incorrect responses.
An additional situation arises when the student’s reply is correct but insufficient because it lacks
depth. In such a case, it is important for the teacher to have the student supply additional
information in order to have better, more inclusive answers. This technique is called probing.
Proses pembelajaran akan melibatkan guru, siswa dan lingkungan sebagai tempat belajar. Setiap
pembelajaran mencoba mengaktifkan siswa dengan memberikan tawaran pertanyaan hingga
muncul jawaban salah pada diri siswa. Situasi tersebut akan terus berlangsung sampai konsep
jawaban benar menjadi simpulan dari pertanyaan yang diajukan oleh guru. Namun jawaban yang
benar dari siswa tersebut tidak cukup sehingga membutuhkan jawaban yang lebih mendalam dari
guru. Dalam kasus ini penting bagi guru untuk memiliki pengetahuan yang lebih sehingga
tercipta jawaban inklusif untuk disajikan kepada siswa. Teknik seperti ini yang disebut probing
(Jacobsen. 1989: 149).
Probing (Question) secara bahasa kata “probing” memiliki arti menggali atau melacak,
sedangkan menurut istilah probing berarti berusaha memperoleh keterangan yang lebih jelas atau
lebih mendalam. Pengertian probing dalam pembelajaran di kelas didefinisikan sebagai suatu
teknik membimbing siswa menggunakan pengetahuan yang telah ada pada dirinya guna
memahami gejala atau keadaan yang sedang diamati sehingga terbentuk pengetahuan baru
(Wijaya, 197). Teknik menggali (probing) ini dapat digunakan sebagai teknik untuk
meningkatkan kualitas dan kuantitas jawaban murid. Pertanyaan itu bermaksud untuk menuntun
murid agar isinya dapat menemukan jawaban yang lebih benar. Teknik probing diawali dengan
menghadapkan siswa pada situasi baru yang mengandung teka-teki atau benda-benda nyata.
Situasi baru itu membuat siswa mengalami pertentangan dengan pengetahuan yang sudah
dimilikinya sehingga memberikan peluang kepada siswa untuk mengadakan asimilasi, disinilah
probing mulai diperlukan.
Prompting
Prompting merupakan kondisi ketika siswa tidak dapat menjawab pertanyaan guru tidak
langsung melemparkan pertanyaan kepada siswa lain namun memberi kesempatan kepada siswa
yang salah untuk menjawab pertanyaan sederhana sebagai bentuk bantuan dari guru (Jacobsen.
1989: 146).
The effectiveness of prompting is supported by research. Anderson, Everson, and Brophy (1979)
and Stallings, Needels, and Stayrook (1979) found that students benefited most, after giving an
incorrect response, when teacher asked a series of simple questions and gave clues to help them
arrive at the correct answer.
Keefektifan prompting didukung dengan beberapa penelitian. Anderson, dkk (dalam Jacobsen.
1989: 146) adalah ketika siswa menjawab pertanyaan dengan jawaban yang salah, guru
memberikan pertanyaan sederhana dan memberi petunjuk untuk menemukan jawaban yang
benar.
Menurut Megarati (2010:89), dari hasil observasi yang dilakukan pada saat
proses pembelajaran menggunakan teknik probing prompting mengungkapkan bahwa ketika
siswa melakukan diskusi kelompok terlihat siswa sudah aktif dan pada waktu mempresentasikan
hasil kelompoknya siswa sudah berani dan terlihat antusias untuk menjawabnya,
edu
Probing prompting learning model is learning by the way the teacher presents a series of
questions that are guided and explored so that a thought process occurs that links each student's
knowledge and experience with the new knowledge being studied (Suherman, 2008: 6).
Probing prompting learning is very closely related to questions. The questions raised during this
learning are called probing questions. Probing question is a question that is digging to get further
answers from students who intend to develop the quality of answers, so that the next answer is
clearer, more accurate and reasoned (Suherman et al, 2001: 160).
Mechanical Probing Promptingis learning the teacher presents a series of questions whose nature
guides and digs so that a process of thinking that links new knowledge is being learned. Then
students construct concepts - concepts into new knowledge, thus new knowledge is not notified
(Luffizulfi, 2008).
According to M. Fahris and Puput (2014: 90) states that, probing is digging or tracking, and
prompting is directing or guiding. In general, learning using probing prompting is learning by the
way the teacher presents a series of questions that are guided and explored so that a thought
process that links new knowledge is being learned.
There are two student activities that are interconnected in the probing prompting learning model ,
namely student activity which includes thinking activities and physical activities that try to build
knowledge, and the activities of teachers who try to guide students by using a number of
questions that require low-level thinking to high-level thinking (Suherman , 2001: 55).
Probing
An explanation of probing has been presented by Jacobsen in his book entitled Methods for
Teaching (1989: 149):
The former is a number of students, and the latter deals with incorrect responses. An additional
situation when the student's reply is correct but insufficient because it lacks depth. In order to
have better, more inclusive answers. This technique is called probing.
The learning process will involve teachers, students and the environment as a place of learning.
Each learning attempt to activate students by offering questions until students incorrect answers
appear. The situation will continue until the concept of correct answers becomes a conclusion of
the questions raised by the teacher. But the correct answers from these students are not enough
so that they need more in-depth answers from the teacher. In this case it is important for the
teacher to have more knowledge so as to create an inclusive answer to be presented to students.
This technique is called probing (Jacobsen 1989: 149).
Probing(Question) in the language the word "probing" means digging or tracing, whereas
according to probing means trying to obtain clearer or deeper information. The definition of
probing in classroom learning is defined as a technique of guiding students to use existing
knowledge in themselves to understand the symptoms or conditions that are being observed so
that new knowledge is formed (Wijaya, 197). This probing technique can be used as a technique
to improve the quality and quantity of student answers. The question is intended to guide the
student so that the contents can find a more correct answer. The probing technique begins by
confronting students with new situations that contain puzzles or real objects.assimilation , this is
where probing begins to be needed.
Prompting
Prompting is a condition when students cannot answer the teacher's questions and do not directly
ask questions to other students but give students the wrong opportunity to answer simple
questions as a form of assistance from the teacher (Jacobsen, 1989: 146).
The effectiveness of prompting is supported by research. Anderson, Everson, and Brophy (1979)
and Stallings, Needels, and Stayrook (1979) found that students benefited most, after giving
incorrect responses, when the teacher asked a series of simple questions and questions to help
them arrive at the correct answer .
Prompting effectiveness is supported by several studies. Anderson, et al. (In Jacobsen 1989: 146)
is when students answer questions with wrong answers, the teacher gives simple questions and
gives instructions to find the right answers.
Change the order of questions with simpler words that bring them back to the original question.
Asking questions with different or more simple words that are tailored to the knowledge of the
students only.
Provide a review of information provided and questions that help students to remember or see
answers (ECWrag and George Brown, 1997: 43).
According to Megarati (2010: 89), from the results of observations made during the learning
process using probing prompting techniques revealed that when students conduct group
discussions it appears that students are active and when presenting the results of their groups
students are brave and look enthusiastic to answer,
The probing prompting learning steps are translated through seven stages of probing techniques
(Sudarti, 2008: 14) which are developed by prompting as follows:
The teacher exposes students to new situations, for example by paying attention to pictures,
formulas, or other situations that contain problems.
Waiting for a while to give students the opportunity to formulate answers or make small
discussions in formulating them.
The teacher poses problems to students that are suitable for specific learning objectives (TPK) or
indicators for all students.
Waiting for a while to give students the opportunity to formulate answers or make small
discussions in formulating them.
The teacher submits the final question to the different students to emphasize that the TPK /
indicator is really understood by all students.
Give students the opportunity to ask things that are less clear so that the teacher can explain
again.
Questions can attract and focus students' attention, even though at that time students are noisy,
sleepy, strong and lost sleepiness.
Students feel afraid, especially if the teacher is less able to encourage students to be brave, by
creating an atmosphere that is not tense, but familiar.
It's not easy to make questions that are appropriate to the level of thinking and easy for students
to understand.
Time is often wasted when students cannot answer questions to two or three people.
In a large number of students, it is not enough time to give questions to each student.
Can inhibit the way of thinking of children if not / less clever to bring, for example the teacher
asks students to answer as he wants, if not judged wrong.