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

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.

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

2021 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Muhammad Rezky Firdaus ◽  
Maya Istyadji ◽  
S Sauqina
Keyword(s):  
Conceptual Understanding ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Concept Understanding ◽  
Post Test ◽  
Equivalent Control ◽  
Class Viii

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.  

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

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.

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

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.

scholarly journals Pengaruh Model Pembelajaran Problem Based Learning pada Materi Hukum-Hukum Dasar Kimia terhadap Hasil Belajar Siswa Kelas X MAN 2 Model Palu

2018 ◽  
Vol 7 (3) ◽  
pp. 102
Author(s):  
Tri Sulistiyawati Lamalat ◽  
Supriadi Supriadi ◽  
Siti Nuryanti
Keyword(s):  
Statistical Analysis ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Mean Value ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Quasi Experimental

Research on the effect of the problem-based learning model in the basic laws of chemistry on student’s learning outcomes in class X MAN 2 Model Palu has been done. This study aimed to determine the effect of the application of the problem-based learning model in the basic laws of chemistry on student’s learning outcomes in class X MAN 2 Model Palu. The type of research was a quasi-experimental study non-randomized design with pretest-posttest control group design. The sample was conducted with a purposive sampling technique. The study sample was students in class X MIA 6 as an experimental group (n = 22) and students in class X MIA 3 as a control group (n = 22). The data testing of students' learning outcomes used a non-parametric statistical analysis, the analysis of Mann-Whitney U-Test. The research results indicated that the mean value of the experiment class was high compared to the control class, 22.61 >18.39. The statistical analysis obtained that sig. 2-tailed (0,032) ˂ 0.05 and Zcalculation (-2.149) ˂ Ztable (-1.96). The average value of the experiment class was 82.95 while the average value of the control class was 73.64. So it can be concluded that there is the effect of applying the problem-based learning model in the basic laws of chemistry on student’s learning outcomes. 

scholarly journals Pengaruh Model Project Based Learning Berbantuan Media Virtual Terhadap Penguasaan Konsep Peserta didik pada Materi Alat-alat Optik

2017 ◽  
Vol 2 (2) ◽  
pp. 73 ◽  
Author(s):  
Ni Made Yeni Suranti ◽  
Gunawan Gunawan ◽  
Hairunnisyah Sahidu
Keyword(s):  
Conceptual Understanding ◽  
Hypothesis Test ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Test Results ◽  
Abstract Concepts ◽  
Control Group Design ◽  
Model Project ◽  
Quasi Experimental

Learning physics should be able to provide an understanding physics of abstract concepts. One of the efforts being made to improve the learning of Physics is to use appropriate learning model. This study aims to improve the student’s conceptual understanding by using project based learning model with virtual media for X Grade student at SMAN 2 Mataram Years 2015/2016. This study was conducted using a type of quasi-experimental research, untreated control group design with pretest and posttest on Optic. Hypothesis test results that the model used to give effect to the  student’s conceptual understanding, was shown to increase student conceptual understanding was higher in the experimental class compared with the control class. N-gain test results stating that the conceptual understanding has increased in each sub material. The results of the analysis conceptual understanding score on every aspect of cognitive increased. 

scholarly journals Komparasi Model Pembelajaran Konstruktivis Metakognitif Dan Konstruktivis Novick Terhadap Berpikir Kritis Ditinjau Dari Kemampuan Akademik

INFERENSI ◽  
2017 ◽  
Vol 11 (1) ◽  
pp. 25
Author(s):  
Baskoro Adi Prayitno ◽  
Bowo Sugiharto
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Learning Model ◽  
Control Group ◽  
Grade Student ◽  
Conventional Model ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Equivalent Control

The purpose of this study was to investigate, (1) the influence of constructivist metacognitive model compared to constructivist novick, and conventional model toward critical thinking, (2) the influence of academic achievement toward critical thinking, and (3) interaction of learning model and academic achievement toward critical thinking. The sample of this study consisted of 102 eleventh grade student from 3 state senior high schools in Surakarta. The method used in this study is a quasi-experimental research Pretest-Posttest, Non-Equivalent Control Group Design. Anacova was used to analyze the data. Critical thinking test was administered to the experimental and the control group as pre and post-tests to measure the critical thinking. The result showed that, (1) constructivist metacognitive and constructivist novick are not significantly different but those are significantly different from the conventional model toward critical thinking, (2) Upper academic students have higher critical thinking than lower academic students, (3) There is not interaction of learning model and academic achievement toward critical thinking

scholarly journals Identifikasi Hasil Belajar Siskomdig Karena Efek POE Dibandingkan PRP Pada Siswa SMK

2019 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Ines Rendra Kusuma ◽  
Setiadi Cahyono Putro ◽  
Dila Umnia Soraya
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
The Difference ◽  
Difference Test

The goals of this research are to find the difference of mean the cognitive and psychomotor learning outcome Simulation and Communication Digital due to implementation of POE learning model compare to learning model PRP . This research is using quasi experimental design through the type of Non-Equivalent Control Group Design. The hypothesist will be tested using Independent Sample of T-test. The result of this research showed that the mean difference test of students' learning outcomes in the cognitive obtained a significance of 0.006, while the psychomotor learning outcomes obtained a significance of 0.000. Based on the results of the average difference, the learning model that is superior to cognitive and psychomotor is the POE learning model. 

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

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).

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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

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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