Implementasi Model Pembelajaran Inkuiri Terbimbing  Terhadap Penguasaan dan Keberlanjutan Pemahaman Konsep  Peserta Didik pada Materi Sistem Pernapasan Manusia

Telah dilakukan penelitian untuk mengimplementasi model inkuiri terbimbing terhadap penguasaan konsep dan keberlanjutan pemahaman konsep pada materi sistem pernapasan manusia. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi model pembelajaran inkuiri terbimbing terhadap analisis penguasaan konsep dan keberlanjutan pemahaman konsep peserta didik pada materi sistem pernapasan manusia di SMP Negeri 26 Banjarmasin. Penelitian ini menggunakan metode eksperimen semu dengan desain penelitian menggunakan Non Equivalent Control Group Design. Sampel penelitian ini yaitu peserta didik kelas VIII A sebagai kelas eksperimen berjumlah 30 orang dan peserta didik kelas VIII B sebagai kelas kontrol berjumlah 30 orang. Teknik pengambilan sampel menggunakan random sampling classroom dilihat dari rata-rata nilai kelas pada hasil ulangan akhir semester. Pengumpulan data sampel menggunakan tes soal pilihan ganda tes pre-test/post-test, angket atau kuesioner, dan dokumentasi. Teknik analisis data menggunakan uji analisis statistik desktiptif, uji N-Gain dan uji hipotesis statistik menggunakan uji-t. Hasil penelitian menunjukan bahwa (1) Implementasi model pembelajaran inkuiri terbimbing dapat mempengaruhi peningkatan penguasaan konsep dengan hasil yaitu mendapatkan rata-rata sebesar 0,6%, sedangkan penguasaan konsep menggunakan model ekspositori mendapatkan rata-rata sebesar 0,5%; (2) Implementasi model pembelajaran inkuiri terbimbing keberlanjutan pemahaman konsep kelompok eksperimen pada data pretest dan posttest mendapatkan hasil total sebesar 4% dengan kriteria kurang sekali menjadi 76% dengan kriteria baik dari 300 total keberlanjutan pemahaman konsep, sedangkan keberlanjutan pemahaman konsep menggunakan model ekspositori kelompok kontrol pada data pretest dan posttest mendapatkan hasil total sebesar 12% dengan kriteria kurang sekali menjadi 21% dengan kategori kurang dari 300 total keberlanjutan pemahaman konsep; dan (3) Uji T mendapatkan hasil perhitungan T Hitung yaitu 3.14 > T Tabel yaitu 2.00 dengan taraf signifikan 0.05 maka Ha diterima. Berarti terdapat perbedaan penguasaan konsep dan keberlanjutan konsep siswa yang mengimplementasikan model inkuiri terbimbing dan model ekspositori. Research has been carried out to implement a guided inquiry model for mastery of concepts and sustainability of conceptual understanding on the material of the human respiratory system. This study aims to determine the effect of the implementation of the guided inquiry learning model on the analysis of concept mastery and the sustainability of students' conceptual understanding on the human respiratory system material at SMP Negeri 26 Banjarmasin. This study used a quasi-experimental method with a research design using Non Equivalent Control Group Design. The sample of this research is the students of class VIII A as the experimental class totaling 30 people and students of class VIII B as the control class totaling 30 people. The sampling technique used was classroom random sampling, seen from the average class value on the results of the Final Semester Test. The sample data was collected using multiple choice test, pre-test/post-test, questionnaires, and visual documentation. The data analysis technique used descriptive statistical analysis test, N-Gain test and statistical hypothesis testing using t-test. The results showed that (1) the implementation of the guided inquiry learning model can affect the increase in mastery of concepts with the result that it gets an average of 0.6%, while the mastery of concepts using the expository model gets an average of 0.5%; (2) The implementation of the guided inquiry learning model for the sustainability of conceptual understanding of the experimental group in the pretest and posttest data obtained a total result of 4% with the criteria of being less than 76% with good criteria of 300 total sustainability of concept understanding, while the sustainability of understanding the concept used the expository model of the control group. the pretest and posttest data get a total result of 12% with the criteria being less than 21% with a category of less than 300 total sustainability of concept understanding; and (3) The T test shows that Tcalc > T tab (3.14 > 2.00), which with a significant level of 0.05 means that Ha is accepted. This study conclude that there are differences in the mastery of concepts and the sustainability of the concepts of students who implement the guided inquiry model and the expository model.

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Pengaruh Model Guided Inquiry Learning terhadap Hasil Belajar Siswa di SMAN 1 Pringgarata

Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika ◽

10.36312/e-saintika.v4i2.142 ◽

2020 ◽

Vol 4 (2) ◽

pp. 105

Author(s):

Mahzin Ali Akbar ◽

H. Hikmawati ◽

Joni Rokhmat

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

School Students ◽

Control Group Design ◽

Post Test

Tujuan penelitian ini adalah mengetahui pengaruh model Guided Inquiry Learning terhadap hasil belajar siswa SMA di SMAN 1 Pringgarata. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain penelitian yaitu pretest-postest control group design. Teknik cluster random sampling digunakan untuk menentukan sampel peneltian di mana, kelas X IPA 3 sebagai kelas eksperimen (21 siswa) yang dibelajarkan menggunakan model Guided Inquiry Learning dan kelas X IPA 2 sebagai kelas kontrol (20 siswa) yang dibelajarkan menggunakan pembelajaran langsung. Instrumen tes berupa pilihan ganda sebanyak 30 item soal digunakan untuk mengukur hasil belajar siswa yang diberikan sebelum dan sesudah pembelajaran. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest kelas eksperimen sebesar 30,10 dan kelas kontrol sebesar 33,20 sedangkan nilai rata-rata post-test kelas eksperimen sebesar 80,57 dan kelas kontrol sebesar 75,60. Hasil uji statistik menggunakan uji-t dengan taraf signifikan 5%, diperoleh hasil t-hitung sebesar (4,12) > t-tabel sebesar (2,02), sehingga H0 ditolak. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Guided Inquiry Learning berpengaruh terhadap hasil belajar siswa SMA di SMAN 1 Pringgarata.The Effect of Guided Inquiry Learning Model on Student Learning Outcomes at SMAN 1 PringgarataAbstractThe purpose of this study was to determine the effect of the Guided Inquiry Learning model on high school students’ learning outcomes at SMAN 1 Pringgarata. The quasi-experimental research with pretest-posttest control group design was used on this study. The cluster random sampling technique was used to determine the research sample in which, Class X IPA 3 as an experimental class (21 students) were taught using the Guided Inquiry Learning model and Class X IPA 2 as a control class (20 students) that were learned using direct learning. The 30-item multiple choice test instrument was used to measure student learning outcomes given before and after learning. The results showed that the average value of the experimental class pretest was 30.10 and the control class was 33.20 while the post-test mean value of the experimental class was 80.57 and the control class was 75.60. The results of statistical tests using the t-test with a significance level of 5%, the results obtained t-test of (4.12)> t-table of (2.02), so that H0 is rejected. Based on the results of the study, it can be concluded that the Guided Inquiry Learning model effect on high school students’ learning outcomes at SMAN 1 Pringgarata.

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Model Pembelajaran Inkuiri Terbimbing dan Pengaruhya terhadap Keterampilan Proses Sains Siswa (Guided Inquiry Learning Model and Its Effect on Student Science Process Skills)

SEJ (Science Education Journal) ◽

10.21070/sej.v2i2.2244 ◽

2019 ◽

Vol 2 (2) ◽

pp. 101

Author(s):

Mega Fauziyah Adirahayu ◽

Fitria Eka Wulandari

Keyword(s):

Inquiry Learning ◽

Learning Model ◽

T Test ◽

Test Method ◽

Control Group ◽

Process Skills ◽

Guided Inquiry ◽

Control Group Design ◽

Science Process Skills ◽

Equivalent Control

The purpose of this study is to find out whether there is an influence of the learning model Guided inquiry on the learning outcomes of science process skills of students at SMP Negeri 2 Wonoayu. The design of this study is the non-equivalent control group design. The samples used in this study were 2 classes with sampling techniques. Where from the two classes, one class is used as the experimental class, which is given treatment by using the guided inquiry learning model, while the next class is used as the control class by using the learning model that is usually used in the class. The research instrument used was a matter of science process skills with data collection techniques using the test method in the form of pre-test and post-test questions. Data analysis techniques are carried out using the "t" test. From the "t" test, the results show that there is a significant influence between the guided inquiry learning model on science process skills.

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Pengaruh Model Pembelajara Inkuiri Terbimbing Berbantuan Simulasi PhET Terhadap Keterampilan Proses Sains Peserta Didik SMAN 1 Tanjung Tahun Ajaran 2019/2020

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v5i2.1543 ◽

2019 ◽

Vol 5 (2) ◽

pp. 353

Author(s):

Veza Aulia ◽

Hairunisyah Sahidu ◽

Gunawan Gunawan

Keyword(s):

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

T Test ◽

Control Group ◽

Guided Inquiry ◽

Control Group Design ◽

Quasi Experimental ◽

Equivalent Control ◽

Academic Year

This research is aimed to determine the effect of guided-inquiry learning model using PhET simulation on creativity at SMAN 1 Tanjung of academic year 2019/2020. This research is quasi-experimental with non-equivalent control group design. The population of this research is all student of grade XI SMAN 1 Tanjung of academic year 2019/2020, while the sampling technique used purposive sampling, while the sampling are the student of grade XI MIPA 2 as the experimental group and the student of grade XI MIPA 1 as control group. Creativity data be measured on creativity test which the type test used 7 essay. The research hypothesis was tested using t-test independent. The result of t-test show that tobtained>ttable. It means that there is the effect of guided-inquiry learning model using PhET simulation on creativity at SMAN 1 Tanjung of academic year 2019/2020.

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Pengaruh Model Guided Inquiry dan Problem-Based Learning terhadap Pemahaman Konsep Siswa

INSANIA Jurnal Pemikiran Alternatif Kependidikan ◽

10.24090/insania.v26i1.4721 ◽

2021 ◽

Vol 26 (1) ◽

pp. 78-88

Author(s):

Elvara Norma Aroyandini ◽

Muhammad Nilzam Aly ◽

Nur Hamid ◽

Annisa Firanti ◽

Dwi Muhidin Pahlefi

Keyword(s):

Environmental Pollution ◽

Conceptual Understanding ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

Control Group Design ◽

Gain Scores ◽

Quasi Experimental ◽

Equivalent Control

This study aims to determine the influence of the guided inquiry model and problem-based learning on the conceptual understanding of class VII A and VII K students of State Tsanawiyah Madrasa (MTs N) 3 Sragen on environmental pollution material. This research is a quasi-experimental research with a non equivalent control group design. After being treated with the guided inquiry model, the average of students' learning outcomes was 89.5, while the problem-based learning model was 88.3. To prove that there is an effect of the two models on students' conceptual understanding, a paired sample t-test was conducted, in which the two classes showed a significance <0.05 so that H1 was accepted or H0 was rejected. Its means that the two models influence students' conceptual understanding of environmental pollution material. The guided inquiry model in this study has a higher impact than problem-based learning. These results are also supported by the N-Gain score on the guided inquiry model, which is higher than the problem-based learning model with scores of 0.67 and 0.53, respectively. Both N-Gain scores are in the “medium” improvement category.

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Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa

Empiricism Journal ◽

10.36312/ej.v2i2.594 ◽

2021 ◽

Vol 2 (2) ◽

pp. 73-84

Author(s):

Muhali Muhali ◽

Muhammad Asy'ari ◽

Roniati Sukaisih

Keyword(s):

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Virtual Laboratory ◽

Control Group ◽

Metacognitive Skills ◽

Guided Inquiry ◽

Control Group Design ◽

Concept Understanding ◽

Better Than

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.

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KEMAMPUAN PEMECAHAN MASALAH FISIKA PESERTA DIDIK MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN POST ORGANIZER

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v6i2.3133 ◽

2020 ◽

Vol 6 (2) ◽

pp. 243

Author(s):

Arini Rizqa ◽

Ahmad Harjono ◽

Wahyudi Wahyudi

Keyword(s):

Problem Solving ◽

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

T Test ◽

Control Group ◽

Guided Inquiry ◽

Control Group Design ◽

Problem Solving Skills ◽

Equivalent Control

ABSTRAKPendidikan bertujuan mendidik individu yang dapat menyelesaikan masalah dalam kehidupan sehari-hari. Kemampuan pemecahan masalah dapat dilatih dengan membiasakan peserta didik menyelesaikan sebanyak mungkin masalah melalui penerapan model pembelajaran yang tepat di kelas. Penelitian ini dirancang untuk mengintegrasikan model pembelajaran inkuiri terbimbing dengan bantuan post organizer dalam rangka meningkatkan kemampuan pemecahan masalah fisika peserta didik. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing berbantuan post organizer terhadap kemampuan pemecahan masalah fisika peserta didik. Jenis penelitian ini adalah eksperimen semu dengan non-equivalent control group design. Penelitian ini dilaksanakan di SMAN 1 Gerung dengan populasi seluruh peserta didik kelas XI MIPA tahun ajaran 2019/2020. Teknik pengambilan sampel menggunakan teknik purposive sampling yaitu kelas XI MIPA 4 sebagai kelas eksperimen dan XI MIPA 7 sebagai kelas kontrol. Indikator pemecahan masalah yang dinilai adalah useful description, specific application of physics, dan mathematical procedures. Uji hipotesis menggunakan uji-t dua pihak dengan rumus t-test polled varians pada taraf signifikansi 5%. Simpulan penelitian ini adalah terdapat pengaruh model pembelajaran inkuiri terbimbing berbantuan post organizer terhadap kemampuan pemecahan masalah fisika peserta didik. Kata kunci: inkuiri terbimbing; post organizer; kemampuan pemecahan masalah fisika. ABSTRACTEducation aims to educate individuals who can solve problems in daily life. Problem solving skills can be trained by getting students to settle as many problems as possible through the application of appropriate learning models in the classroom. This research was designed to integrate the guided inquiry learning model with a post organizer in order to improve students' physics problem solving skills. The purpose of this research was to determine the effect of guided inquiry learning model assisted by the post organizer on students' physics problem solving skills. This research used quasi-experimental with non-equivalent control group design. This research was conducted at SMAN 1 Gerung with a population of all students of class XI MIPA in the academic year 2019/2020. The sampling technique uses purposive sampling technique, namely class XI MIPA 4 as an experimental class and XI MIPA 7 as a control class. Indicators of problem solving assessed were useful description, specific application of physics, and mathematical procedures. Hypothesis testing used two-party t-test with the formula of t-test polled variance at a significance level of 5%. The conclusion of this research indicatd that there was an influence of the guided inquiry learning model assisted by the post organizer on the students' physics problem-solving skills. Keywords: guided inquiry; post organizer; physics problem-solving skills.

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The effect of the group investigation-guided inquiry (GI-GI) learning model to improve students’ collaboration and science process skills

Journal of Physics Conference Series ◽

10.1088/1742-6596/2104/1/012027 ◽

2021 ◽

Vol 2104 (1) ◽

pp. 012027

Author(s):

Indrawati ◽

I K Mahardika ◽

J Prihatin ◽

Supeno ◽

S Astutik ◽

...

Keyword(s):

High Schools ◽

Learning Model ◽

Control Group ◽

Process Skills ◽

Guided Inquiry ◽

Control Group Design ◽

Science Process Skills ◽

Group Design ◽

Post Test ◽

Quasi Experimental

Abstract The GI-GI learning model is a combination of the Group Investigation and the Guided Inquiry model. The research aimed to examine the effect of the GI-GI learning model on collaboration and students’ science process skills. The type of research carried out was Quasi-Experimental and used a post-test only control group design and purposive sampling covering four high schools in the Besuki Residency, two classes as the experimental class and the control class. The research instrument used tests, observations, and documentation. The results showed a significant effect of the GI-GI learning model on collaboration and students’ science process skills. This research implies that the GI-GI learning model can condition students to research in groups to interact actively with friends and educators to exchange opinions, knowledge, or experiences, find and solve problems, and hypothesize through investigation, exploration, and discussion outside or inside in class.

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Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika

MIMBAR PENDIDIKAN ◽

10.17509/mimbardik.v4i1.16969 ◽

2019 ◽

Vol 4 (1) ◽

pp. 35-54

Author(s):

I Made Yuda Suryawan ◽

I Wayan Santyasa ◽

I Gede Aris Gunadi

Keyword(s):

Student Achievement ◽

Achievement Motivation ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Learning Achievement ◽

Group Design ◽

Post Test ◽

Equivalent Control

ABSTRAKSI: Penelitian ini mendeskripsikan pengaruh interaktif antara model pembelajaran dan motivasi berprestasi terhadap prestasi belajar Fisika. Penelitian menggunakan kuasi eksperimen dengan desain pre-test dan post-test non-equivalent control group design. Populasi penelitian adalah siswa Kelas X MIPA SMAN (Matematika dan Ilmu Pengetahuan Alam, Sekolah Menengah Atas Negeri) 1 Kubutambahan di Bali, Indonesia, yang terdiri dari empat kelas atau 130 orang. Data dianalisis menggunakan analisis deskriptif dan analisis kovarian dua jalur. Hasil penelitian mengungkapkan bahwa prestasi belajar siswa diakibatkan oleh perbedaan model pembelajaran. Prestasi belajar yang lebih tinggi diraih oleh siswa yang menerima perlakuan model PBL (Problem Based Learning atau Pembelajaran Berbasis Masalah). Perbedaan prestasi belajar siswa juga diakibatkan oleh perbedaan motivasi berprestasi. Prestasi belajar yang lebih tinggi diraih oleh siswa yang memiliki MBT (Motivasi Berprestasi Tinggi). Akhirnya, ada pengaruh interaktif antara model pembelajaran dan motivasi berprestrasi terhadap prestasi belajar siswa. KATA KUNCI: Model Pembelajaran; Prestasi Belajar; Motivasi; Matapelajaran Fisika. ABSTRACT: “Effectiveness of the Problem Based Learning Model and Student Achievement Motivation in Gaining the Physics Learning Achievements”. The research describes the interactive influence between model of learning and achievement motivation toward Physics learning achievement. The research used a quasi experimental study with pre-test and post-test non-equivalent control group design. The population of this study were the students of Class X Mathematics and Sciences at the Public Senior High School 1 Kubutambahan in Bali, Indonesia, consisted of four classes or 130 people. Data were analyzed using descriptive analysis and two-ways analysis of covariance. The results of this study reveal that the student achievement is due to the differences in learning models. Higher learning achievement was achieved by students who received treatment of PBL (Problem Based Learning) model. The differences in student achievement are due to also the differences in achievement motivation. Higher achievement of learning achieved by students who have high achievement motivation. Lastly, there are the interactive influences between learning model and achievement motivation towards the student achievement.KEY WORD: Learning Model; Learning Achievement; Motivation; Physics Subject. About the Authors: I Made Yuda Suryawan, S.Pd. adalah Mahasiswa Jurusan Pendidikan Fisika FMIPA UNDIKSHA (Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Ganesha) di Singaraja 81116, Bali, Indonesia. Prof. Dr. I Wayan Santyasa dan Dr. I Gede Aris Gunadi adalah Dosen di Jurusan Pendidikan Fisika FMIPA UNDIKSHA di Singaraja 81116, Bali, Indonesia. Untuk kepentingan akademik, alamat emel penulis adalah: [email protected], [email protected], dan [email protected] Citation: Suryawan, I Made Yuda, I Wayan Santyasa I Gede Aris Gunadi. (2019). “Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.35-54. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (November 10, 2018); Revised (January 15, 2019); and Published (March 30, 2019).

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PENGARUH MODEL PEMBELAJARAN PARTISIPATIF MENGGUNAKAN METODE PEMECAHAN MASALAH TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 3 BATUKLIANG

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v1i2.202 ◽

2013 ◽

Vol 1 (2) ◽

pp. 80

Author(s):

A. Kusumawati ◽

Kosim Kosim ◽

Gunawan Gunawan

Keyword(s):

Problem Solving ◽

Learning Model ◽

Control Group ◽

Cluster Sampling ◽

Control Group Design ◽

Achievement Data ◽

Post Test ◽

Class Viii ◽

Participative Learning ◽

Experimental Group

This study is an experimental study that aims to knows the influence of participative learning model used problem solving methode towards learning physics achievement of studens in SMPN 3 Batukliang. Research design using pre-test - post-test control group design. Sampling using random cluster sampling, the students of class VIII-A as the experimental group and the students of class VIII-B as a control group. The learning physics achievement data of students were analyzed using t-test formula two parties polled variance. At the significant level of 5% and dk of 53 obtained that ttest is less than ttable (1.66< 2.007). Because that ttest is less than ttable therefore H0 is accepted and Ha is rejected. Therefore, it can be concluded that the participative learning model used problem solving methode is not influential significantly towards learning physics achievement of studens in SMPN 3 Batukliang.

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Penguasaan Konsep Usaha Dan Energi Peserta Didik Kelas X Dengan Model Pembelajaran Ekspositori Berbantuan Organizers

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v4i2.821 ◽

2018 ◽

Vol 4 (2) ◽

pp. 192

Author(s):

Dwi Gita Oktaviani ◽

Ahmad Harjono ◽

I Wayan Gunada

Keyword(s):

Sampling Technique ◽

Learning Model ◽

Advance Organizer ◽

Control Group ◽

Control Group Design ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

New Material ◽

The Difference

Lesson material presented in the form of data or facts and specific concepts on expository learning model helps learners to connect new material with material that precedes it, so organizers help is provided to instill meaningful learning. This study aims to determine the difference of influence of the implementation of learning model of assisted advance organizer and post organizer expository. The population in this study is all students of class X MIA SMA Negeri 3 Mataram academic year 2017/2018. Sampling is done by purposive sampling technique, and quasi experimental research uses non-equivalent control group design with pre-test-and post-test. The results obtained from the classroom given the treatment of expository learning model assisted by advance organizer and post organizer have the same tendency improvement. In both classes there is a relatively similar increase in the mastery of the previous concept, but the difference between the two is not much different. Therefore, there is no difference of influence between expository model of assisted advance organizer and post organizer to the mastery of work and energy concepts of learners.

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