scholarly journals Reducing Senior High School Students’ Misconceptions through Inquiry Learning Model on Thermochemistry Material

2020 ◽  
Vol 5 (1) ◽  
pp. 43-54
Author(s):  
Maria Erna ◽  
Susilawati Susilawati ◽  
Ramadani Ramadani
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Scientific Approach ◽  
Randomized Control ◽  
Senior High School Students

Misconception is a serious problem faced by high school students. Through the application of inquiry learning model, this study tries to reduce students' misconceptions, especially on thermochemical material.  The experimental method with the pretest-posttest randomized control group design was used in this study. The samples of the research were 72 eleventh-grade high school students. The inquiry model was applied to the experimental class and the scientific approach was applied to the control class. The three-tier multiple choice with the Certainty of Response Index (CRI) was used to look at misconceptions experienced by the students. The results of the statistical calculation found that the toserved was greater than tcritical. The reduction of misconception categories and the percentage of reduction of misconceptions in the experimental class was 47.53 % in the medium category. Based on the results, it can be concluded that the inquiry learning model helped the students to overcome the misconceptions in thermochemical material. The researcher recommends that the inquiry learning model can be applied to other chemistry materials because their learning can help students find the correct concepts and reduce misconceptions.

scholarly journals Effect of Education through WhatsApp Media in Changing of Smoking Behavior among Senior High School Students

2020 ◽  
Vol 15 (3) ◽  
Author(s):  
Yusriani Yusriani ◽  
Joel Rey U. Acob
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Smoking Behavior ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Senior High School Students

Teenagers, who are considerably susceptible to smoking, must be educated to prevent smoking behavior that can cause health problems and even death. The aim of this study was to assess the effect of education through social media such as WhatsApp in the modification of smoking behaviors among senior high school students in Pangkep District, Indonesia. It employed a quasi-experimental, pretest-posttest-only control group design. The experimental group received education in the use of WhatsApp social media, while the control group was provided with leaflets. Data were collected through observation and interviews with a total of 180 students in both groups, with 90 students in each. Data analysis used a paired sample t-test and an independent sample t-test. The study suggested that disseminating health information through WhatsApp media about the dangers of teenage smoking was more effective than leaflets in changing student behavior.

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

scholarly journals The effect of blended learning model on senior high school students’ achievement

2018 ◽  
Vol 42 ◽  
pp. 00027 ◽  
Author(s):  
Iga Setia Utami
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Learning Model ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Information And Communication ◽  
Experimental Group ◽  
Senior High School Students

The purpose of this research was to determine the effect of blended learning model on senior high school students’ achievement. This study used experimental research method with randomized control group pretest-posttest design. The study was carried out with 63 students attending information and communication technology course, where 31 of whom were in the experimental group and 32 of whom were in the control group. In the experimental group, teacher used blended learning as instructional model, while in the control group, the course was taught based on traditional teaching model. Data collected from the result of learning objective test with 35 questions. The research showed that the learning result of experimental group is higher than the learning result of control group. Based on the result of this research, it can be concluded that the blended learning model contributed more to the students’ achievement.

scholarly journals The Effect of The Blended Learning Model on The Improvement of Student Learning Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 108-116
Author(s):  
Badrus Badrus ◽  
Zaenal Arifin
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Statistical Technique ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Economic Problems

The purpose of the study was to analyze the effect of the blended learning model towards learning outcomes of the comprehension concepts and economic problems solving of Private Islamic High School students in Nganjuk Regency. The study used an experimental method, with a quasi-nonequivalent control group design. The research was conducted at Private Islamic High School Al Manar Prambon Nganjuk. The samples were conducted based on students' characteristics and similarities in economic topics. The experimental class was assigned to XI Social 1 and the control class was XI Social 2. The analysis technique used was descriptive statistical technique and two-ways MANAVA. Descriptive statistics were seen from the mean, standard deviation, variance, and presentation. The results of the MANAVA test analysis when viewed from the centroid pillar's trace, Wilks' lambda, hotelling's trace, and Roy's lambda root in the experimental class had a significance value of 0.000. The value was transformed to the Fisher distribution or F test, then it is smaller than α ˂ 0.050. The study shows that the blended learning model has an effect on the learning outcomes of comprehension concepts and economic problems solving of Private Islamic High School students.

scholarly journals Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 264-274
Author(s):  
Medisa Shania Divena ◽  
Yanti Hamdiyati ◽  
Any Aryani
Keyword(s):  
High School ◽  
High School Students ◽  
Reproductive System ◽  
Learning Model ◽  
Student Response ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Ability Test ◽  
Concept Mastery

This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model application on the concepts mastery and argumentation skills of high school students on reproductive system material. The research method used quasi-experimental and non-equivalent control group design. The sample of this research were second-grade high school MIPA students in one of the public high schools in Bandung, which consists of 30 students in the experimental class and 33 students in the control class. The sample was taken by using the purposive sampling technique. The instruments used consisted of a concept mastery test in the form of multiple choices, an argumentation ability test in the form of an essay, and questionnaire of students’ responses to the ADI model. The results showed that the application of the ADI learning model significantly affected the students' concepts mastery on reproductive system material in the experimental class compared to the control class, especially in the cognitive aspects of C3 (applying). The results also show that the application of the ADI learning model significantly affects the ability of argumentation, especially on the warrant component. Student response data shows that students respond very well to the application of the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students’ concepts mastery mastery and argumentation skills in other biological materials.

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

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.

scholarly journals STUDENT’S LEARNING INTEREST AND LEARNING OUTCOMES IN HISTORY LESSON

2018 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Dewi Suhartini
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Teaching History ◽  
E Learning ◽  
Senior High School Students

The research is experimental study of senior high school students in Bogor focuses on the use of e-learning in teaching history and aimed at investigating whether there is any improvement in the student’s interest and learning outcomes in history lesson on the students who learn by e-learning, compared to those who learn by traditional method. Nonequivalent (pretest and posttest) control group design is used in conducting the research. The population is the senior high school students in Bogor. The result shows that the students who learn history by e-learning achieved higher degree than those who do not learn using e-learning method, statistically significant at p<0.05. Furthermore, the score of the students learning outcomes for those who learned through e-learning is significantly improved, compared to those who do not learn using e-learning, statistically significant at p<0.05. The social economy status is not significantly correlated to the students’ interest and the students’ history learning outcomes. In fact, the students’ skill in using computer showed a significant correlation to the students’ interest and out come at p<0.05. It was concluded that the use of e-learning in teaching history is significantly affecting the students’ interest in learning history and the student learning outcomes.

scholarly journals Project-Based Learning Using Virtual Group in Implementation of Geography Learning Strategy at Curriculum 2013

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Yagus Wijayanto ◽  
Elan Artono Nurdin ◽  
Bejo Apriyanto ◽  
Fahmi Arif Kurnianto ◽  
Fahrudi Ahwan Ikhsan (Page 110-117)
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Virtual Group

Project based learning is one method that guides pedagogical technology to interactive learning that includes to the preparation and presentation of projects. The contribution of project based learning has been widely acknowledged for the development of competence of learners. In Indonesia, the appropriate learning model in Curriculum 2013 is based on constructivist learning theory. In learning geography tends to be still centered on the teacher (teacher centered) so that learning does not run optimally. Project based learning using a virtual group is expected to provide solutions in generating meaningful and synchronous learning activities toward the curriculum 2013. This study aims to test the model of project based learning by using a virtual group on the results of learning geography of high school students. The subjects of this study were students of Class X Senior High School 1 Lumajang even semester of academic year 2016/2017 consisting 2 classes. The X-IIS 1 class is set as the experiment class and the X-IIS 2 class as the control class. This is because students in both classes have the same or equivalent abilities based on middle test scores. This research is a quasi experiment research with Non Equivalent Control Group Design design. Instrument assessment of learning outcomes using essay tests. Assessment results form data that are then analyzed using test-test with the help of SPSS 16.0 for Windows program. The results of this study indicate that there is a significant effect of project-based learning model using the virtual group to the students' geography learning outcomes. Based on pretest and posttest differences shows that the mean value of experimental class gainscore (45,63) is higher than control class (30,02). The result of data analysis using independent sample t test showed that project based learning model obtained probability value (p-level) smaller than 0.05 with sig 0,00. The conclusion in this study that the learning model of project-based learning using the virtual group on the results of learning geography of high school students.

scholarly journals Application of the Guided Inquiry Model to Improve Science Process Skills High School Students

2021 ◽  
Vol 7 (4) ◽  
pp. 612-616
Author(s):  
Ade Rahayu Fadhilla ◽  
Muhibbuddin Muhibbuddin ◽  
Muhammad Syukri
Keyword(s):  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference

This study aims to improve students' science process skills by applying a guided inquiry learning model to the concept of work and energy learning physics. The research design used was a quasi-experimental control group design. The population in this study was all class X MIA SMA Negeri 5 Banda Aceh, which consisted of five parallel classes who took the science program in the even semester of 2020/2021 with a total of 139 students. Two classes as the research sample were selected by purposive sampling by taking into account the average value of physics for each class. Meanwhile, the determination of the experimental and control classes in this study was carried out randomly. Data on science process skills in both classes was obtained through observation sheets filled out by two observer teachers. The results of data analysis show that, in general, there is a significant difference between the improvement of science process skills in the experimental class and the control class for the indicators of observing, predicting, measuring, communicating, and concluding. However, for classifying indicators, the results were not significantly different. The improvement of science process skills in the experimental class in general for all of these indicators certainly cannot be separated from each step of the guided inquiry learning model they carry out. The positive results of the implementation of physical learning through the inquiry model on students' science process skills can be used as a reference and support for teacher implementation in carrying out the teaching and learning process of physics, especially on the concept of business and energy

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