scholarly journals EFFECT OF INQUIRY TRAINING LEARNING MODEL DAN CREATIVITY ON SCIENCE PROCESS SKILLS

2016 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Purnama Silitonga ◽  
Mara Bangun Harahap ◽  
Derlina .
Keyword(s):  
Interaction Model ◽  
Sampling Technique ◽  
Learning Model ◽  
Process Skills ◽  
Learning Models ◽  
Science Process Skills ◽  
The Difference ◽  
Model Training ◽  
Cluster Random Sampling ◽  
Better Than

This study aims: 1) to determine differences in science process skills of students with learning model inquiry training and conventional learning models, 2) to determine the difference science process skills of students who have high creativity and creativity is low, 3) to determine the interaction model of learning inquiry trainingwith creativity of the science process skills. The sampling technique conducted cluster random sampling two classes, where first class as a class experiment with the number of students 32 people applied learning model inquiry training (X-1) and the second class as a class control the number of students 32 people who applied conventional learning model ( X-2). Instruments in this study is the science process skills test and a test of creativity in the form of a description. From these results it can be concluded that: 1) science process skills of students that learned with a learning model inquiry training is better than the students that learned with conventional learning models, 2)science process skills of students with high creativity better than students with creativity is low, 3) there is interaction between inquirylearning model training and creativity in influencing the science process skills of students.

scholarly journals THE EFFECTS OF INQUIRY TRAINING MODEL USING MIND MAPPING AND MOTIVATION ON STUDENTS’ SCIENCE PROCESS SKILLS PHYSICS.

2016 ◽  
Vol 5 (2) ◽  
pp. 75
Author(s):  
Dara Fitrah Dwi ◽  
Mara Bangun Harahap ◽  
Derlina .
Keyword(s):  
Random Sampling ◽  
Sample Selection ◽  
Training Model ◽  
Learning Model ◽  
Learning Science ◽  
Process Skills ◽  
Mind Mapping ◽  
Science Process Skills ◽  
Cluster Random Sampling ◽  
Better Than

This study aims to analyze, student’s science process skills who are taught by inquiry training learning model using mind mapping is better than the students that taught with conventional learning, science process skills in students who have motivated above average are better compared with students who have the motivation below average, and the interaction between the inquiry training learning model using mind mapping and motivation in improving students' science process skills. This research was conducted by quasiexperimental. The sample selection was done by cluster random sampling that were class X2 and X1. The research instrument was using science process skills test in the form of descriptions and tests of motivation in the form of a questionnaire. The data were analyzed by ANOVA two lanes. The results showed that: The ability of students’ physics science process skills using inquiry training learning using mind mapping is better than the ability of students’ science process skills using conventional learning model. The ability of students’ physics science process skills in motivational groups are above average better than the ability of students’ physics science process skills  in conventional groups which are below average, and In this research, motivation above average dominant improves science process skills in Inquiry Training model using mind mapping rather than in conventional learning model

scholarly journals EFFECTS OF INQUIRY ON TRAINING AND CRITICAL THINKING PROCESS SKILL SCIENCE PHYSICS

2016 ◽  
Vol 5 (2) ◽  
pp. 96
Author(s):  
Tetty Ompusunggu ◽  
Betty M Turnip ◽  
Makmur Sirait
Keyword(s):  
Critical Thinking ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Thinking Process ◽  
Cluster Random Sampling ◽  
Better Than

The aims of this research were to analyze the result of student’s Science Process Skills by using Inquiry Training Learning Model, to analyze the result of student’sScience Process Skills who had critical thinking ability above average better than critical thinking ability below average and to analyze the interaction between Inquiry training learning model and critical thinking ability of physics student’s Science Process Skills. This research was a quasi-experimental with two group pretest posttest design and anova design. The sample was conducted by cluster random sampling of two classes, the first class as experiment class with inquiry training Learning Model, and the second class as a control class with Conventional Learning. The research instrument consisted of science process skills test and critical thinking test. Data in this research was analyzed by using two ways Anova. The results of the research showed that student’s Science Process Skills using inquiry training learning model better than conventional learning, student’s Science Process Skills who had critical thinking above average better than critical thinking below average, and there was interaction between Inquiry training learning model and critical thinking to improve physics sudent’s Science Process Skills

scholarly journals The Experimentation of Contextual and Realistic Learning Models in terms of Interpersonal Intelligence

2019 ◽  
Vol 8 (1) ◽  
pp. 9
Author(s):  
Utin Desy Susiaty ◽  
Hodiyanto Hodiyanto
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Model ◽  
Contextual Learning ◽  
Learning Models ◽  
Analysis Technique ◽  
Cluster Random Sampling ◽  
Better Than

<p>The aims of this study is to find out: (1) a better learning model between contextual, realistic or conventional; (2) better learning outcomes between students with high, medium or low interpersonal intelligence; (3) better learning outcomes between students with high, medium or low interpersonal intelligence on each learning model; (4) a better learning model between contextual, realistic or conventional at each level of interpersonal intelligence. This research is using the experimental method. The sampling technique is cluster random sampling. Data collection tools used were questionnaires and tests. The data analysis technique used is the analysis of three-way variance with unequal cells. The results showed that: (1) contextual learning models are better than realistic but provide the same learning outcomes as conventional, while realistic and conventional learning outcomes are equally good; (2) students who have high, medium or low interpersonal intelligence have the same learning outcomes; (3) In each learning model, students with high, medium and low interpersonal intelligence have the same learning outcomes; (4) At each level of interpersonal intelligence, the contextual learning model is better than realistic and conventional.</p>

scholarly journals THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL TO SCIENCE PROCESS SKILL ON DYNAMIC FLUID TOPIC OF GRADE XI SEMESTER II SMA DHARMA PANCASILA MEDAN A.Y 2016/2017

2018 ◽  
Vol 5 (4) ◽  
Author(s):  
Nida'ul Khairiyah ◽  
Mara Bangun Harahap
Keyword(s):  
Scientific Inquiry ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Fluid Matter ◽  
And Control ◽  
Academic Year ◽  
Better Than

This research aims to analyze the effect of scientific inquiry learning model to science process skills on dynamic fluid topic grade XI semester II SMA Dharma Pancasila Medan academic year 2016/2017. The type of this research was quasi experiment, with experiment class used scientific inquiry learning and control class used conventional learning. The population was all of the classes XI. Sample was taken with random sampling technique. The instrument used to determine student’s science process skills in dynamic fluid matter in form of experiment test with two observer and observation activity of student and the instrument had been validated and fulfilled to validator expert and reliability of test. Based on the data tabulation obtained the result of science proces skill of student pre-learning in experiment class 32.06 and 31.35 in control class and the result of science process skills post-learning in experiment class 78.13 and 50.91 in control class. Based on t testing, it can be conclude that science process skills of student using scientific inquiry learning model was better than conventional learning.Keywords: Scientific inquiry learning model, science process skills

scholarly journals THE IMPLEMENTATION OF PROBLEM POSING WITH FERRIS WHEEL HYDROLYSIS TO IMPROVE SCIENCE PROCESS SKILLS

2021 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
Mar’atuzzakiya Ahsani ◽  
Annisa Utami ◽  
Resi Febriyanti ◽  
Eny Enawaty
Keyword(s):  
Sampling Technique ◽  
Learning Model ◽  
Problem Posing ◽  
Process Skills ◽  
Test Results ◽  
Science Process Skills ◽  
Normality Test ◽  
Before And After ◽  
The Mean ◽  
Ferris Wheel

This study aims to determine the students’ science process skills towards Salt Hydrolysis material in class XI IPA of SMA Katolik Talino Ambawang before and after being given the problem-posing learning model by using Ferris wheel hydrolysis and how much it improves the skills. It is a pre-experimental study with a one-group pretest-posttest design. The sampling technique used is saturated sampling, of which the subjects are 12 students of XI IPA. The normality test used on the pretest and posttest results is the Shapiro-Wilk test, which results in a normal distribution, Asymp.Sig. (2-tailed) greater than 0,05 with a significance pretest of 0,197 and postest of 0,547. The t-test results of the pairing sample indicate that the Asymp. Sig. (2-tailed) value is less than 0.05, which is 0,000 < 0.05. It was concluded that there is a difference between the students’ science process before and after the treatment. The mean scores of the students’ skills before and after the treatment are respectively 45,69% and 82,36%, with a high category. The value of 0,68 from the N-Gain calculation showed that the problem-posing learning model using Ferris wheel hydrolysis on Salt Hydrolysis material improved the students’ skills with the medium category. 

scholarly journals ANALISIS KETERLAKSANAAN MODEL PEMBELAJARAN PREDICT OBSERVE EXPLAIN PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT DAN PENGARUHNYA TERHADAP KETERAMPILAN PROSES SAINS SISWA

2019 ◽  
Vol 11 (1) ◽  
pp. 28-37
Author(s):  
Nurlaili Nurlaili
Keyword(s):  
Data Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Learning Model ◽  
Process Skills ◽  
Data Sampling ◽  
Learning Models ◽  
Science Process Skills ◽  
Analysis Techniques ◽  
Teachers And Students

This research is underpinned by the lack of blame for students ' science process skills that can result in no achievement of learning objectives. The proper application of learning models is one of the alternatives to addressing the problem. One of the learning models that can be applied is the learning model predict observe explain (POE). This research aims to determine the implementation of the learning model predict observe explain and its influence on the skills of the students ' science process on electrolyte and nonelectrolytic solution material in grade X MIA SMAN 9 Jambi City. The approach used in this research is a mix method by using both qualitative data and quantitative data. Sampling techniques are performed with purposive sampling. The instrument used is an observation sheet for the implementation of the model by both teachers and students and the observation sheet of Students ' science process skills. Qualitative data analysis techniques using Miles and Huberman and quantitative data analysis techniques using the correlation test of product moment and test-T. The management of the POE model by the teacher has increased each meeting, the percentage of the implementation of POE models by students is 74.56% with good categorize, and the percentage of students ' science process skills is 73.33% categorized. The implementation relationship of POE model by students with the skills of students ' science process categorized very strongly with the value of Rxy 0.849. The signification test was obtained Thitung > this (9,013 > 2,036) with DK 32 and α = 0.05 so that Ho was rejected and Ha was accepted. Based on the results of the research can be concluded that the implementation of POE learning model on electrolyte and nonelectrolytic solution material affects the students ' science process skills in X MIA class SMAN 9 Jambi City.

scholarly journals THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL AND CRITICAL THINGKING ABILITY TOWARD SCIENCE PROCESS SKILLS OF SMA

2015 ◽  
Vol 4 (2) ◽  
pp. 55
Author(s):  
Ferawati Hutapea ◽  
Motlan .
Keyword(s):  
Critical Thinking ◽  
Training Model ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Better Than

The purpose of research are 1). To know are differences in science process skills of students with the applied of inquiry training learning model and direct instruction learning models, 2). To know are differences in science process skills of students who has high critical thinking ability and the  critically low ability, 3). To know the interaction inquiry training learning model and critical thinking ability toward students science process skills. The samples in this research conducted by cluster random sampling and  as many as two class , the first class (X-I) as experiment applied Inquiry Training learning model and the second class (X-2) as control class applied Direct Intruction learning model. The instrument used in this research is tests science process skills and critical thinking skills in the form of description and observation sheets science process skills. From these results it can be concluded that: 1) there are differences in students science process skills with applied inquiry training model and direct intruction model, 2) science process skills of students with high critical thinking ability is better than the science process skills of students with the ability to think critically low, and 3) the interaction inquiry training learning model and critical thinking ability toward the science process skills.

scholarly journals Keefektifan Penerapan Model Pembelajaran Think Pair And Share Melalui Pendekatan Inquiry Ditinjau dari Kemandiriran Belajar Terhadap Prestasi Belajar Matematika

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Dewi Mutia Anggraeni ◽  
Paridjo . ◽  
Eleonora Dwi W
Keyword(s):  
Random Sampling ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
High Learning ◽  
Learning Achievement ◽  
Inquiry Approach ◽  
Cluster Random Sampling ◽  
Better Than

Abstrak Penelitian ini bertujuan : (1) Untuk mengetahui apakah ada perbedaan prestasi belajar matematika antara peserta didik yang diajar dengan menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dan model pembelajaran Ekspositori.(2) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik dari pada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi.(3) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar menggunakan model pembeljaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Populasi dalam penelitian ini adalah peserta didik kelas VII SMP Negeri 3 Brebes tahun pelajaran 2016/2017. Pengambilan sampel menggunakan teknik cluster random sampling. Sampel yang diambil sebanyak 2 kelas eksperimen, 2 kelas kontrol, dan 1 kelas ujicoba. Teknik pengumpulan data yang digunakan adalah tes, angket, dan dokumentasi. Teknik analisis data yang digunakan dengan menetapkan taraf signifikansi 5% adalah uji Anava dengan Rancangan Acak Kelompok, uji-t satu pihak kanan, dan uji-t satu pihak kiri, yang sebelumnya telah dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. Dari hasil penelitian dapat disimpulkan bahwa: (1) Ada perbedaan prestasi belajar matematika antara peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dengan model pembelajaran Ekspositori. (2) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi. (3) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik atau sama dengan yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Abstract: This study aims: (1) To find out whether there are differences in mathematics learning achievement between students taught by using Think Pair and Share learning models through the Inquiry Approach and Expository learning models. (2) To find out whether the mathematics learning achievements of students taught by the model Think Pair and Share learning through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) To find out whether the mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is not better than those taught using the Expository learning model in terms of low learning independence. The population in this study were students of class VII of SMP Negeri 3 Brebes academic year 2016/2017. Sampling uses cluster random sampling technique. Samples taken were 2 experimental classes, 2 control classes, and 1 trial class. Data collection techniques used were tests, questionnaires, and documentation. The data analysis technique used by setting the 5% significance level is the Anova test with the Randomized Group Design, the right-hand t-test, and the left-hand t-test, which has previously been carried out prerequisite tests namely normality test and homogeneity test. From the results of the study it can be concluded that: (1) There are differences in mathematics learning achievement between students who are taught using Think Pair and Share learning models through the Inquiry Approach with the Expository learning model. (2) Mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) Mathematics learning achievements of students taught using Think Pair and Share learning models through the Inquiry Approach are not better or the same as those taught using the Expository learning model in terms of low learningindependence. Keywords: ThinkPairandShare, InquiryApproach, Learning Independence, Mathematics Learning Achievement.

scholarly journals EFEKTIFITAS PEMBELAJARAN KOOPERATIF TIPE NHT DENGAN PENDEKATAN KONTEKSTUAL PADA PEMBELAJARAN BANGUN RUANG SISI DATAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Lingga Nico Pradana
Keyword(s):  
Data Collection ◽  
Direct Instruction ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Class Viii ◽  
Cluster Random Sampling ◽  
Collection Methods

<p>The purpose of this research was to determine the effect of learning models to student achievement. Learning models compared between NHT-CTL, NHT and direct instruction. Method of research used quasi experimental with the factorial design of 3x1. Population of this research was all students class VIII in SMP Negeri at Madiun City. The sampling technique using a stratified cluster random sampling. Samples in this research were 266 students with 91 students as experimental class I, 88 students as experimental class II and 87 students as control class. Data collection methods used documentation and test.Hypothesis testing was performed using one-way analysis of variance with unequal cells. Based on the results of hypothesis testwere concluded that NHT-CTL learning model gave better achievement than NHT learning model and direct instruction, while NHT learning model and direct instruction gave the same achievement. </p>

scholarly journals THE EFFECT OF INQUIRY TRAINING LEARNING MODEL USING MACROMEDIA FLASH AND CREATIVE THINKING ABILITY ON SCIENCE PROCESS SKILLS OF STUDENT

2016 ◽  
Vol 5 (1) ◽  
pp. 18 ◽  
Author(s):  
Helena Evadonna Siagian ◽  
Nurdin Bukit ◽  
Derlina .
Keyword(s):  
Test Data ◽  
Creative Thinking ◽  
Learning Model ◽  
Process Skills ◽  
Ability Test ◽  
Science Process Skills ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Research Type ◽  
Better Than

The aims of this research were to analyze science process skills of students using Inquiry Training Learning Model use Macromedia Flash on science process skills of students compare using conventional learning, analyze science process skills ofstudents who have high category in creative thinking ability better than low category in creative thinking ability, and analyze the interaction between Inquiry Training learning model use Macromedia Flash and the level of creative thinking ability in improving the science process skills. The research type was quasi experiment andtwo group pretest-posttest designs were used in this study. The sample was choosen by using cluster random class technique. The instrument was consist of science process skills test and creative thinking ability test. Data in this research was analyzed by using twoway Anova. The results of this research showed that the inquiry training learning model use macromedia flash was better than conventional learning in improving the students science process skills, the science process skills of the students who had highcategory in creative thinking ability was better than low category, and there was interaction between inquiry training learning model use macromedia flash and the level of creative thinking ability in improving students science process skills.

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