scholarly journals INCREASING STUDENTS’ MOTIVATION ON LEARNING WRITING SKILLS THROUGH INQUIRY APPROACH

2020 ◽  
Vol 6 (1) ◽  
pp. 31
Author(s):  
Sitti Hamsina
Keyword(s):  
Self Efficacy ◽  
Inquiry Learning ◽  
Writing Skills ◽  
Learning Approach ◽  
Control Belief ◽  
Paired Samples ◽  
Inquiry Approach ◽  
Motivation For Learning ◽  
Significant Difference ◽  
Tenth Grade

This present study investigated students’ motivation for learning writing skills through an inquiry approach. The research methodology that was used the type of descriptive research using correlational, where the researchers wanted to know the motivation of students as well as see differences in student motivation in learning writing skills through an inquiry approach.  This study used purposive sampling and the respondents were the tenth-grade students of MAN 3 Makassar consist of two classes. They are the 10th Science grade that used the inquiry approach and the 10th Social grade with a non-inquiry approach consists of  30 students in each class. Collecting data in this study used a close question by using the MSLQ. Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of and the 10th Science grade for three motivation scales namely: control belief (5.76), self-efficacy (5.68), and anxiety (5.46) and the 10th Social grade got control belief (5.18),  self-efficacy (5.14), and anxiety (4.99). The interpretation scale of the three motivation scales of the  10th Science grade obtained a mean score higher than the 10th Social grade. The t-scores of the three scales, two of them of control belief scale and self-efficacy scale were a significant difference at 0.05 level and the anxiety scale was not a significant difference. The present researcher states that the inquiry learning approach could increase students’ motivation for learning writing skills for the tenth grade of MAN. Based on the results of this study, researchers currently expect that English teachers could use the inquiry learning approach to teach English writing skills.

scholarly journals Pengaruh pembelajaran dengan pendekatan inquiry terhadap penguasaan konsep dan scientific skill materi sistem pencernaan

2017 ◽  
Vol 3 (1) ◽  
pp. 70
Author(s):  
Nanik Rahayu
Keyword(s):  
Digestive System ◽  
Comparison Group ◽  
Inquiry Learning ◽  
Learning Approach ◽  
Guided Inquiry ◽  
Group Design ◽  
Inquiry Approach ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Scientific Skills

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh pembelajaran dengan pendekatan guided dan Structured Inquiry terhadap kemampuan penguasaan konsep dan scientific skill siswa kelas XI SMA Negeri 3 Yogyakarta. Penelitian ini merupakan penelitian kuasi eksperimen menggunakan desain pretest posttest comparison group design. Sampel penelitian adalah dua kelas XI IPA yang diambil secara acak, satu kelas Guided Inquiry dan satu kelas Structured Inquiry. Data yang diambil berupa nilai penguasaan konsep dan keterampilan scientific skill. Data dianalisis dengan menggunakan Uji t. Hasil analisis menunjukkan bahwa pembelajaran menggunakan guided dan Structured Inquiry dapat meningkatakna penguasaan konsep siswa dengan perbedaan yang signifikan diantara keduanya. Nilai N-gain kemampuan penguasaan konsep pada kelas Guided Inquiry lebih tinggi dibandingkan kelas Structured Inquiry yang artinya bahwa pendekatan Guided Inquiry lebih efektif untuk meningkatkan penguasaan konsep siswa.Kata Kunci: pendekatan guided inquiry, pendekatan structured inquiry, penguasaan konsep, keterampilan scientific skill The Effect of Inquiry Learning Approach on the Mastery of Concepts and Scientific Skill of Digestive System AbstractThis research aims to reveal the effect of teaching by using the guided and Structured Inquiry approach on the ability of mastering concepts and scientific skill of Grade XI of SMAN 3 Yogyakarta. This research was quasi-experimental research conducted by using pretest-posttest comparison group design. The sample was two classes of grade XI majoring natural science established randomly, one Guided Inquiry class and one Structured Inquiry class. The data collected included the score of mastery of concepts and scientific skills t-test was used to analyze the data. The results of the study show that (1) teaching by using the Guided and Structured Inquiry approaches can improve students’ mastery of concepts and scientific skills with significant difference among both approaches. The score of N-gain mastery of concepts of the students in the Guided Inquiry class is higher than in Structured Inquiry class, which means that the Guided Inquiry approach is more effective in improving students’ mastery of concepts.Keywords: guided inquiry approach, structured inquiry approach, mastery of concepts, scientific skills

scholarly journals Brainstorming Technique In Teaching Writing Descriptive Text

2020 ◽  
Vol 5 (2) ◽  
pp. 71-74
Author(s):  
Febri Anggraini
Keyword(s):  
Alternative Hypothesis ◽  
Writing Skills ◽  
Conventional Technique ◽  
Teaching Writing ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Written Test

This study investigated the effect of the brainstorming technique to Increase Students’ Writing Skill at the Tenth Grade of MA YPI Darul Huda Lubuk Harjo. The objective of the study was to find and describe whether there any significant difference between students who are taught by using brainstorming techniques and the students who are taught by using the conventional technique to teach writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo. Therefore, for this study writer used quasi-experimental design as the method. The population was 158 and for sample 58 students, a sample of this study used purposive sampling. In this study, the writer was collecting the data used a written test as an instrument, and it was analyzed by an Independent t-test using SPSS 16, the result showed that t –obtained was higher than t table  (6,573  >2.000), and the value of sig (2 tailed) =0.00 less than the value significance level (0,05). It meant that there were no significant differences between the experimental group and the control group. So, the Alternative Hypothesis (Ha) was accepted and Null Hypothesis was rejected. It can be concluded that Brainstorming Technique was significant to increase students’ writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo.

scholarly journals Student-centered learning approach in teaching basic grammar

2017 ◽  
Vol 7 (2) ◽  
pp. 209
Author(s):  
Muhammad Buditama
Keyword(s):  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Guide ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

<p>The study determined the effect of student-centered learning approach in teaching basic grammar of the tenth-grade students. Specifically, this study sought answers to following questions: 1). How does the result of the pre-test compare to that of post-test of the control and experimental groups? 2). Is there any significant difference in the results of the test between the control and experimental groups? 3). What is student-centered teaching guide in basic grammar that can be developed based on the findings of the study? It was applied an experimental research design in this study. The result in the post-test of the control and experimental groups showed that the computed the T value of 3.03 was higher than the tabular value of 2.03, at the degree of freedom of 34, at 5% level of significance. This condition rejects the null hypothesis that there is no significant difference in the mean scores in the post-test of the control and experimental groups. The student-centered teaching guide enhanced the students’ writing skill in the basic grammar of the tenth-grade students in the experimental group<em>.</em><em></em></p>

scholarly journals The Implication of Inquiry Learning Approach Toward Students’ Achievement in Biology of X Grade Students of SMA Negeri 2 Surakarta

BIO-PEDAGOGI ◽  
2012 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Astri Setiawati ◽  
Alvi Rosyidi ◽  
Bowo Sugiyarto
Keyword(s):  
Inquiry Learning ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Learning Approach ◽  
Free Inquiry ◽  
Inquiry Approach ◽  
Randomized Control ◽  
Domain 3 ◽  
Cluster Random Sampling ◽  
Domain 4

<p>This  research aims  are  to  find out:  1) the  influence  of inquiry  approach toward  student’s  achievement  in cognitive  domain;  2) the  influence  of inquiry approach toward  student’s  achievement  in affective  domain;  3) the  influence  of inquiry  approach toward  student’s  achievement  in pshycomotor domain;  4) the best approach toward student’s achievement; and 5) the  most effective approach toward student’s achievement of studying biology on X grade of SMA Negeri 2 Surakarta. This research is a quasi experiment research with randomized control only design using  inquiry  approach  and conventional  approach  as  independent variables  and student’s  achievement  of study  biology  as  the  dependent  variable. Here, it is acquired three classes as the samples, there are the student’s of class X-1  as  the  control  class, student’s  of  class X-2 as  the  first  experimental  class, and student’s  of class  X-3 as  the  second experimental  class. The  population of  this research is  all of the  student’s  was  X grade  of SMA  Negeri  2 Surakarta. The sample  of  this  research was  established by  cluster random  sampling. The techniques for collecting data are by using test, questionnaire, and documentation. The data were analyzed by anova and then by scheffe test. The  conclusion of this  research are:  1)  There  is  an influence  of inquiry approach toward  student’s  achievement  in cognitive  domain;  2) There  is  no influence of inquiry approach toward student’s achievement in affective domain; 3) There  is  an  influence  of inquiry  approach toward  student’s  achievement  in pshycomotor domain; 4) Modified free inquiry is the best approach to influence the  student’s  achievement  based on  cognitive  domain, guided inquiry  approach and modified free approach are better to influence the student’s achievement  on pshycomotor domain;  and 5) The  most  effective  approach to influence  the student’s achievement is modified free inquiry.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: inquiry learning approach, achievement, Biology. </p>

scholarly journals The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers’ Mathematics Efficacy

2017 ◽  
Vol 7 (1) ◽  
pp. 53 ◽  
Author(s):  
Krista L. Althauser
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Teaching Mathematics ◽  
Observation Data ◽  
Instructional Format ◽  
Paired Samples ◽  
Significant Difference

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a “tell, show, and do” model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course.

scholarly journals Perbedaan Adversity Quotient ditinjau dari Coping Stress dan Self Efficacy

PSYCHE 165 ◽  
2020 ◽  
pp. 263-268
Author(s):  
Diny Atrizka ◽  
Kevin Sanjaya ◽  
Dea Vanthera ◽  
Wulandari Wulandari ◽  
Khrisna Sanubari Limbong ◽  
...  
Keyword(s):  
Data Analysis ◽  
Self Efficacy ◽  
Random Sampling ◽  
Quantitative Data ◽  
Sampling Method ◽  
Normality Test ◽  
Analysis Technique ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Difference

This study aimed to determine the difference adversity quotient in terms of coping stress and self-efficacy of tenth grade students in SMA Swasta Medan. The population of this study was all of the students of tenth grade in SMA Swasta Medan. The subjects used in this study were 146 students who were selected using the disproportionate stratified random sampling method. This study was a comparative quantitative, data collected used Likert Scale which is adversity quotient (AQ), coping stress (CS), and self-efficacy (SE) scale. In this study the data analysis technique used is analysis of varians (ANOVA). The assumptions test consisted of an normality test, a homogenity test, and a hypothesis test.The result of data analysis showed a significant difference adversity quotient in terms of coping stress with Sig .000 < p = .05 and a significant difference adversity quotient in terms of self-efficacy with Sig .000 < p = .05 that owned by the students. The conclusion obtained from this study is a proven hypothesis, namely the difference between adversity quotient (AQ) in terms of coping stress (CS) and adversity quotient (AQ) in terms of self-efficacy (SE), where the contribution percentage of coping stress (CS) in influencing adversity quotient (AQ) was 16.6% and self-efficacy (SE) in influencing adversity quotient (AQ) was 19.5%, the rest was developed by other factors that were not appropriate by the researcher.

PENINGKATAN PEMAHAMAN NATURE OF SCIENCE (NOS) SISWA MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING DITINJAU DARI TINGKAT EFIKASI DIRI

2020 ◽  
Vol 2 (2) ◽  
pp. 228-250
Author(s):  
Hana Lestari
Keyword(s):  
Nature Of Science ◽  
Self Efficacy ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Learning Models ◽  
Significance Level ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

ABSTRACT This study aims to (1) know comprehensively the increase in understanding of Nature of Science (NoS) groups of students who obtain guided inquiry learning models and groups of students who receive conventional learning, (2) analyze the criteria for increasing students' NoS understanding among students with self-efficacy levels. high and low. This research is a quasi-experimental study with a 2x2 factorial design. The data analysis technique used was two-way ANOVA with a significance level of 5%. The results showed that the average increase in NOS understanding of students who were given a guided inquiry learning model of 72.6 performed better with the informed category (already knowing and understanding aspects in NOS) while students who received conventional learning were 49.67 included in the category. naïve category (not knowing and understanding aspects in NOS); (2) There is a significant difference in the improvement of students' understanding of NOS between students who get learning with guided inquiry learning models and conventional learning; (3) There is a significant difference in increasing understanding of NOS between students with high self-efficacy tendencies with low self-efficacy, and students with high self-efficacy tendencies are much better at understanding NOS than low self-efficacy; (4) There is an interaction effect between the learning model and the level of self-efficacy together on increasing students' NOS understanding; (5) There is a difference in the improvement of students' understanding of NOS in students who have a tendency towards high self-efficacy who obtain guided inquiry learning models and students who receive conventional learning (6) There are differences in the improvement of students' understanding of NOS in students who have low self-efficacy tendencies who receive guided inquiry learning models and students who receive conventional learning. Keyword:  Guided Inquiry, Self efficacy, Understanding NOS

scholarly journals Pelatihan HERO untuk Meningkatkan Kesejahteraan Psikologis Remaja Panti Asuhan

2019 ◽  
Vol 10 (1) ◽  
pp. 60
Author(s):  
Setyani Alfinuha ◽  
Bagus H Hadi ◽  
Frikson Cristian Sinambela
Keyword(s):  
Experiential Learning ◽  
Self Efficacy ◽  
Psychological Capital ◽  
Well Being ◽  
Learning Approach ◽  
Design Data ◽  
Psychological Well Being ◽  
Significant Difference ◽  
Before And After ◽  
Written Assignments

This study aims to improve the psychological well-being of adolescent orphanages through psychological capital training. The psychological capital aspects provided in this training were hope, self-efficacy, resilience, and optimism (HERO). The material was conveyed using the experiential learning approach with lecturing, audio-visual method, written assignments, discussion, plays, and reflection. The research participants were 20 teenagers from Pelita orphanages (14-18 years) at Surabaya. The design chosen was one-group pretest-posttest design. Data were collected using The Ryff’s Scale of Psychological Well-being and analyzed using paired sample t-test with the help of SPSS 16.0 version. The result shows that there is a significant difference in participants’ psychological well-being between before and after training was given. This proves that HERO training in this study is able to improve the psychological well-being of adolescent orphanages.Keywords: psychological well-being, psychological capital, teenage orphanages Abstrak: Penelitian ini bertujuan untuk meningkatkan kesejahteraan psikologis remaja yang tinggal di Panti Asuhan Pelita melalui pelatihan modal psikologis. Aspek modal psikologis yang diberikan pada pelatihan ini yaitu hope, self-efficacy, resilience, dan optimism (HERO). Materi disampaikan menggunakan konsep experiential learning dengan metode lecturing, audio-visual, tugas tertulis, dikusi, permainan, dan refleksi. Partisipan penelitian yaitu 20 remaja (14 – 18 tahun). Desain yang dipilih adalah one-group pretest-posttest design. Variabel kesejahteraan psikologis diukur menggunakan The Ryff Scale of Psychological Well-being. Analisis data kuantitatif menunjukkan perbedaan signifikan sebelum dan sesudah pelatihan diberikan. Hal ini membuktikan bahwa tingkat kesejahteraan psikologis meningkat setelah diberi pelatihan HERO.

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

Melatih Kepemimpinan Perangkat Desa Kebonharjo Kulonprogo: Membangun Sikap Anti Korupsi

2018 ◽  
Vol 1 ◽  
pp. 107
Author(s):  
Adi Heryadi ◽  
Evianawati Evianawati
Keyword(s):  
Transformational Leadership ◽  
Data Collection ◽  
Paired Samples ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Sample Test ◽  
Corruption Perception ◽  
Measuring Tool

This study aims to prove whether transformational leadership training is effective for building anti-corruption attitudes of villages in Kebonharjo village, subdistrict Samigaluh Kulonprogo. This research is an experimental research with one group pre and posttest design.Subject design is 17 people from village of 21 candidates registered. Measuring tool used in this research is the scale of anti-corruption perception made by the researcher referring to the 9 anti-corruption values with the value of reliability coefficient of 0.871. The module used as an intervention made by the researcher refers to the transformational leadership dimension (Bass, 1990). The data collected is analyzed by statistical analysis of different test Paired Sample Test. Initial data collection results obtained sign value of 0.770 which means> 0.05 or no significant difference between anti-corruption perception score between before and after training. After a period of less than 1 (one) month then conducted again the measurement of follow-up of the study subjects in the measurement again using the scale of anti-corruption perception. The results of the second data collection were analysed with Paired Samples Test and obtained the value of 0.623 sign meaning p> 0.05 or no significant difference between post test data with follow-up data so that the hypothesis of this study was rejected.

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