scholarly journals Models With LKS Jurisprudential Inquiry-Based Multi Representation

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Julfa Salfini Fivturia ◽  
I Ketut Mahardika ◽  
Bambang Supriadi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Rectilinear Motion ◽  
Reference Book ◽  
Scientific Process ◽  
Data Grouping ◽  
Descriptive Method

This study describes the learning by using the model with LKS jurisprudential inquiry-beside multi-representation. This study aims to determine the Jurisprudential inquiry learning model with LKS multi-representation the kinematics of rectilinear motion of matter in the high school. This research uses a descriptive method of qualitative research. The from data describing critical reviews written by experts from a documentation, interviews, proceedings or reference book and then the data is analysed as a clarification process and data grouping. The results showed that the jurisprudential inquiry learning model with LKS Multipresentasi on the material kinematics of rectilinear motion in high school can make learning more effective because students gain experience learned directly so that students understand the concept easily, it can improve learning outcomes and skills the ability of scientific process skill of the students.

scholarly journals Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Aktivitas dan Hasil Belajar IPA Fisika Siswa SMP

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Nini Karlina ◽  
La Sahara ◽  
Luh Sukariasih
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Subject Matter ◽  
Science Learning ◽  
Junior High ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Class Viii

This study aims to : (1) describe the learning activities of students in learning science especially in the study of physics on the subject matter of light and optical devices in students of class VIII Togomangura Satap Junior High School taught through the guided inquiry learning model; (2) describing the improvement of science learning outcomes in the study of the physical subject matter of light and optical devices in grade VIII students of Togomangura Satap Junior High School which are taught through guided inquiry learning models; (3) describe the increase in completeness of natural science learning, especially in the physics study of eighth grade students of Togomangura Satap Junior High School who are taught by applying the guided inquiry learning model. The subjects of this study were all eighth grade students of Togomangura Public Middle School with 18 students, consisting of 11 men and 7 women. The data collection technique was carried out by observation and student learning achievement test in the form of a description test. Data analysis techniques using descriptive  statistics. Based on the results of data analysis and discussion, it can be concluded that: (1) the learning activities of students by applying the guided inquiry learning model in each cycle tend to increase and improve in each unit of student activity. This is indicated by the acquisition of an average score of cycle I of 2,6 which belongs to the sufficient category and increased in cycle II to 3,8 which belongs to the good category; (2) science learning outcomes of students in class VIII Togomagura Satpap can be improved by applying the guided inquiry learning model to the subject matter of light and optical devices, where in cycle I is obtained an average value of 59,2 with a standard deviation of 22,9 and at cycle II obtained an average value of 65,6 with a standard deviation of 23,4; (3) completeness of science learning for students of class VIII Togomagura Satpap Junior High School taught through the use of guided inquiry learning models in each cycle tends to increase, where in cycle I the percentage of mastery learning outcomes is 27,8 % and in cycle II is 66,7 % . 

scholarly journals Perbedaan Peningkatan Hasil Belajar Biologi Siswa antara Model Problem Based Learning dengan Model Inquiry Learning

2019 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Yunita Wardianti ◽  
Linna Fitriani ◽  
Wayan Ema Astuti
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Cluster Sampling ◽  
Public High School ◽  
Test Technique ◽  
Biology Learning

This study aims to determine the improvement of student biology learning outcomes using the Problem Based Learning (PBL) model and Inquiry Learning model in Class X of Lubuklinggau 2 Public High School. This research is a quantitative descriptive research using quasi-experimental methods. The population in this study were all students of Class X Lubuklinggau 2 State Senior High School, amounting to 391 students, while the research samples were class X.7 amounting to 39 students as experimental class I and class X.10 totaling 40 students as experimental class II obtained using techniques cluster sampling. The research data was obtained by the test technique in the form of essay questions. Data analysis techniques with t test. The results of the study, based on the results of the analysis with the t test on the final value, can be concluded that Ho is rejected and Ha is accepted because of the value of Sig. (2-tailed) of 0.513 greater than α = 0.05. Conclusion, the increase in biology learning outcomes of students with Problem Based Learning learning models is higher than the increase in student biology learning outcomes with the Inquiry Learning model Keywords: problem based learning, inquiry learning, improving learning outcomes

Meningkatkan hasil belajar sisiwa SMA dalam pelajaran online fisika materi elastisitas menggunakan model problem based learning

2021 ◽  
Vol 3 (1) ◽  
pp. 1-7
Author(s):  
Akhyar Musthofani
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Outcomes ◽  
Model Problem ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Physics Learning ◽  
The Mean ◽  
Planning Action

Improving High School Student Learning Outcomes in Online Lessons of Elasticity Physics Using Problem Based Learning Model. This study aims to improve physics learning outcomes on the concept of elasticity through a problem-based learning model. The subjects of this study were 22 students of class XI-MS at SMA LAZUARDI GIS Depok. This research is a qualitative research using classroom action research (CAR) which refers to the model of Kemmis and Mc Taggart which was conducted in two cycles. Each cycle consists of four stages, namely: 1) Planning Action, 2) Execution of Action, 3) Observation of Action, and 4) Reflection.The results of this study indicate that the application of the problem-based learning model can improve students' physics learning outcomes in the optical geometry concept of students. The mean learning outcomes of students in cycle I and cycle II were 74.7 and 85, respectively. The number of students who had reached a score above the KKM also increased to 100% in cycle II compared to 60% in cycle I. This clearly shows that the results of learning physics on the concept of elasticity of students have increased significantly compared to cycle I. In addition, the problem based learning model is quite effective in being applied to the concept of elasticity.

scholarly journals IMPROVING THE LEARNING OUTCOMES OF KNOWLEDGE AND INQUIRY SKILL DOMAIN ON THIRD GRADE STUDENTS OF SMP NEGERI 14 KENDARI THROUGH THE GUIDED INQUIRY LEARNING MODEL ASSISTED BY SCIENCE KIT

2019 ◽  
Vol 4 (2) ◽  
pp. 175
Author(s):  
Luh Sukariasih ◽  
I Gede Purwana Edi Saputra ◽  
Fahrudi Ahwan Ikhsan ◽  
Andri Estining Sejati ◽  
Khaerun Nisa
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Inquiry Skill ◽  
Class Viii

The study aims to improve the learning outcomes in the field of knowledge and inquiry skill in class VIII 5 SMP Negeri 14 Kendari on the subject matter of light in atmosphere as the effect of applying the guided inquiry learning model assisted by science KIT. The method of the study used a classroom action research with research design is cycle model. The research subject is the students of class VIII 5 SMP Negeri 14 Kendari in the academic year 2016/2017 which consist of 26 students. The learning data achievements of the learners' realm were obtained through the learning result test (cycle test), the skill data of the learners were obtained through the inquiry sheet, and then was analyzed used the descriptive statistics.  Results of data analysis are: 1) learning outcomes increased from 60,31 in cycle I to 75 in cycle II; 2) the students group inquiry skill increased form average value 2.68 (enough category) in the cycle I to 3.15 (good category) in cycle II; 3) the students mastery learning percentage increase from 42.31% (11 students) in cycle I to 77% (20 students) in cycle II. It could be concluded that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain on Class VIII 5 SMP Negeri 14 Kendari in the subject matter of light in atmosphere. Keywords: guided inquiry, inquiry skills, learning outcomes,science KIT.   References Ahmadi, L. (2015). Pemanfaatan Alat KIT pada Pembelajaran.Gorontalo: Universitas Negeri Gorontalo. Aksa, F.I., Utaya, S., & Bachri, S. (2019). Geografi dalam Perspektif Filsafat Ilmu. Majalah Geografi Indonesia,33(1), 43-37. Amaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning?. Jurnal Sosial Humaniora, 10(2), 59-70. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (A. Priantoro, Trans.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Depdiknas. (2004). Kurikulum Mata PelajaranSains SMP danMTs.Jakarta: Depdiknas. Greenwald, R.R.,&Quitadamo, I.J. (2014). A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course. The Journal of Undergraduate Neuroscience Education, 12(2), 100-106. Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119-130. Hidayati, D.N., Amaluddin, L.O., & Surdin. (2016). The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject. Social Science, Education and Humanities Research,9(1), 367-371. Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2015). Guided Inquiry: Learning In The 21st Century(2nd ed.). California: Libraries Unlimeted. Mulyana, S., Rusdi, & Vivanti, D. (2018). The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcome. Indonesian Journal of Science and Education, 2(1), 105-109. Niana, R., Sarwanto, & Ekawati, E.Y. (2016). The Application of Guided Inquiry Model on Physic Learning to Improve Scientific Attitude and Students Analysis Ability. Proceedings of the 2nd International Conference on Teacher Training and Education Sebelas Maret University,2(1), 605-615. Piaget, J. (1970). Science of Education and the Psychology of The Child. New York: Wiley. Putra, M.I.S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers.JPII, 5(1), 83-93. Riduwan. (2015). Dasar-Dasar Statistika. Bandung: Tarsito. Sanjaya, W. (2014). Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group. Sapriya. (2014). Pendidikan IPS. Bandung: RemajaRosdaKarya. Sarwi, S.,& Prayitno, W.W. (2016). Implementation of Guided Inquiry Physics Instruction to Increase An Understanding Concept and to Develop The Students Character Conservation. JurnalPendidikanFisika Indonesia,12(1), 1-7. Sitorus, H.H., Hasruddin, & Edi, S. (2017). The Influence of Inquiry Learning Model on Student’s Scientific Attitudes in Ecosystem Topic at MTs. Daarul Hikmah Sei Alim (Islamic Junior High School) Asahan. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(11), 170-175. Sohibun. (2014). Penerapan Strategi Belajar Dengar Lihat Kerjakan (Delikan) Berbasis Laboratorium Mini terhadap Ketrampilan Proses Sains (KPS) Siswa SMA Kelas X MIA. Jurnal Imliah Edu Research, 3(1), 53-67. Sudjana, N. (2014). Penelitian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya. Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan   R&D. Bandung: Alfabeta. Tim Direktorat Pembinaan SMP. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama. Jakarta: Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Pertama. Wardani, S., Nurhayati, S., & Safitri, A. (2015). The Effectiveness of the Guided Inquiry Learning Module towards Students’ Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594. Yewang, M.U.K., Degeng, I.N.S., Setyosari, P., & Sulton. (2016). The Effect of Guided Inquiry Learning Method VS Free Inquiry Against Learning Outcomes. International Conference on EducationUM, 561-568. Zaini, M. (2016). Guided Inquiry Based Learning on the Concept of Ecosystem Toward Learning Outcomes and Critical Thinking Skills of  High School Student. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 50-55.   Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals Enhancing students’ learning outcomes using guided inquiry learning model

2020 ◽  
Vol 9 (11) ◽  
pp. e87791110504
Author(s):  
Janurita Panggabean
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Positive Response ◽  
Inquiry Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
The Other ◽  
Average Score ◽  
Guided Inquiry ◽  
Cognitive Study

This study aims to find out the enhancement of students’ performance and motivation using guided inquiry model in High School 2 Bandar, Simalungun. The methodology used is classroom action research with quantitative and qualitative approach. This study also used pretest and posttest as data collection which done in two cycle. The result showed that guided inquiry model could increase students’ performance and learning outcomes. The enhancement can be seen from (a) their average psychomotor score in the end of first cycle for 63 to be 71 in the second cycle; (b) their affective score that increased from zero to 19% in second cycle; (c) their high response toward guided inquiry model which showed that half of the students had very positive response and the other half had positive response. The analysis of students’ cognitive study obtained through pretest and posttest had average score in first cycle for 73 and increase to 76 in second cycle. Therefore, the guided inquiry learning model can increase students’ performance and learning outcomes.

scholarly journals Scientific-Based Guided Inquiry Learning Model in Learning Chemistry in Class XI IPA Students of SMAN 1 Rote Timur

2021 ◽  
Vol 2 (1) ◽  
pp. 116-122
Author(s):  
Cartika Candra Ledoh ◽  
Sentot Budi Raharjo ◽  
Sulistyo Saputrome
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Direct Method ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
P Value ◽  
Quantitative Methodology ◽  
Guided Inquiry

The purpose of this study is to determine the cognitive and effective learning outcomes of chemistry students using a scientifically based guided inquiry learning model. This study employed a quantitative methodology.. The population in this study consisted of 58 students from class XI at State Senior High School 1 Rote Timur, NTT  For the 2019/2020 academic yea. Cluster random sampling was used to select the sample, which included two experimental and control classes. Tests, questionnaires, and observation sheets were used to collect data. The independent test samples t-test was used to analyze student learning outcomes.  The finding showed that learning outcomes using the Scientific-Based Guided Inquiry Model and the direct method differs significantly from average high school learning outcomes. The results of the two aspects of learning outcomes, namely aspects of knowledge, and attitudes show a value of p <0.05 so that H0 is rejected and Ha is accepted. Thus, there are differences in student learning outcomes given the learning method using guided inquiry with students using conventional learning. However, from the results of data analysis, it was obtained that the p-value for the knowledge aspect was 0.000, the pvalue for the attitude aspect was 0.038.   

scholarly journals Studi Meta-Analisis Model Pembelajaran Inquiry Terbimbing dalam Pembelajaran Fisika

2020 ◽  
Vol 2 (2) ◽  
pp. 69-73
Author(s):  
Nurhasanah Nurhasanah ◽  
Dasmo Dasmo
Keyword(s):  
Learning Outcomes ◽  
Effect Size ◽  
Meta Analysis ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Electronic Journals ◽  
Physics Learning ◽  
Descriptive Method

This study aims to analyze the influence of the guided inquiry learning model in physics learning through the overall effect size, based on the dependent variable and region. This research uses a descriptive method with a meta-analysis approach to the results of scientific research publications in national electronic journals. There are 11 national journals that fit the research category. The results showed that overall learning using the guided inquiry model could improve students' physics learning outcomes with the effect size of 0.487 from the control group. Meanwhile, based on the distribution of regions in Indonesia, an average effect size of 0.527 is obtained and based on the dependent variable an effect size is obtained of 0.425. These three results indicate a large effect size guided inquiry learning model in physics learning. This shows that the guided inquiry learning model can provide a more effective effect and is suitable for use in learning physics.

scholarly journals The Differences Between Learning Model of Inquiry and Direct Instruction Toward Learning Outcomes of Discus Throw

2021 ◽  
Vol 6 (1) ◽  
pp. 20-27
Author(s):  
Andrew Sinulingga ◽  
Deny Pradana Saputro ◽  
Andi Nova
Keyword(s):  
High School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Inquiry Learning ◽  
Learning Model ◽  
Average Value

Determination of the learning model in the process of teaching and learning activities will determine the success of students, especially in physical education lessons. A Teacher is demanded to be able to choose the right learning model according to the needs in the field. The study in this research means to find out the differences of learning model of inquiry and direct instruction on learning outcomes of discus throw. The subject of the study is students of grade IX in State Junior High School 3 Pekanbaru. The research method is an experiment, which each group is 15 students in inquiry learning models and in direct instruction models. The instrument in this research is the discus throw which consists of the phases of holding the discus, beginning, throwing, and followthrough. T-test is analysis technique of the data in this study by presenting two different learning groups. The result of the research is found the difference of the learning outcomes of discus throwing on students of grade IX in state junior high school 3 Pekanbaru by implementing both of inquiry learning model and direct instruction in learning of discus throw. Inquiry learning model in this study shows better results than direct instruction. The gain of an average value of student amount 13.5, whereas the average value of students in direct instruction is 12.0. So that it can be concluded that the inquiry learning model is better tobe implemented for learning of physical education especially on discus throw lesson than the implementation of direct instruction in State Junior High School 3 Pekanbaru.

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