scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN SIMULASI VIRTUAL TERHADAP PENGUASAAN KONSEP FISIKA PESERTA DIDIK SMA

2020 ◽  
Vol 6 (2) ◽  
pp. 220
Author(s):  
Sumarni Sumarni ◽  
Kosim Kosim ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
Two Samples ◽  
Physics Concepts ◽  
Virtual Simulations

This study aims to determine the effect of guided inquiry learning models assisted by virtual simulations on the mastery of physics concepts for high school students. This type of research is a quasi-experimental with a pretest-posttest control group design. The study population was all students of class XI MIA SMAN 1 Sheet, totaling 53 students with the sampling technique using purposive sampling technique, so the sample used in this study was class XI MIA-2 as an experimental class totaling 26 students and class XI MIA. -3 as a control class, totaling 27 students. Before being given treatment, the two samples were given an initial test to determine their initial ability. The results show that the the ability of both class control and experiment are homogen. That means  before doing the treatment, they have the same abilty. The research hypothesis was tested by using polled variance t-test with a significance level of 5%. Based on the results of data analysis, t count is greater than t table, so that H0 is rejected and Ha is accepted. Thus, it can be concluded that the guided inquiry learning model assisted with virtual simulations has an effect on the mastery of physics concepts for high school students.

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 Implementation of Guided Inquiry Learning Model to Improve Understanding Physics Concepts and Critical Thinking Skill of Vocational High School Students

2020 ◽  
Vol 13 (6) ◽  
pp. 117 ◽  
Author(s):  
Johar Maknun
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Vocational High School ◽  
School Students ◽  
Physics Concepts

This research aims to implement the guided inquiry learning model to improve the understanding of concepts and critical thinking skills of Vocational High School (SMK) students. The quasi-experiment method with the randomized pretest-posttest control group design was used to obtain data from students of one of the Vocational High Schools (SMK) in Bandung, West Java, Indonesia. The sample consisted of 28 experiment and control class students that carried out a guided inquiry and conventional learning, respectively. The result shows an average increase in understanding of physics concepts and critical thinking skills of the experimental class by 0.71 (high category) and the control class by 0.28 (low category). Based on the average test results using the independent sample t-test method, the understanding of physics concepts and the critical thinking skills of the experimental class was eminent to the control class. Furthermore, the research instruments were tests of understanding concepts and critical thinking skills with an average increase of 0.71 in the high category and 0.28 in the low category, respectively. The result showed that the implementation of guided inquiry learning models has the ability to significantly improve the understanding of static fluid concepts and critical thinking skills of Vocational High School students compared to conventional learning. This was because it provided the opportunity for students to independently construct a concept through problem presentation, formulation of hypotheses, data collection, analysis, and conclusions.

scholarly journals Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills

2019 ◽  
Vol 7 (3) ◽  
pp. 205 ◽  
Author(s):  
Muhammad Zaky
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.

scholarly journals EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

2018 ◽  
Vol 42 ◽  
pp. 00118
Author(s):  
Wartawan Putu Gede
Keyword(s):  
High School ◽  
High School Students ◽  
Portfolio Assessment ◽  
Sampling Technique ◽  
Control Group ◽  
Scientific Attitude ◽  
School Students ◽  
Control Group Design ◽  
Physics Learning ◽  
Significance Level

This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level α = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

scholarly journals Pengaruh pembelajaran process oriented-guided inquiry learning berkonteks isu-isu sosiosaintifik dalam pembelajaran asam basa terhadap keterampilan berargumentasi siswa SMA kelas XI

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Arum Setyaningsih ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Parmin Parmin
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Inquiry Learning ◽  
Analytical Framework ◽  
Guided Inquiry ◽  
School Students ◽  
Quasi Experimental ◽  
Process Oriented ◽  
The Difference

Kemampuan berargumentasi merupakan salah satu aspek dalam kemampuan berliterasi sains. Rendahnya skor pada survei PISA siswa Indonesia menunjukkan rendahnya kemampuan mereka dalam berargumen. Untuk mengatasi masalah tersebut, penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berargumentasi dan kualitas argumentasi siswa yang dibelajarkan dengan model pembelajaran Process Oriented-Guided Inquiry Learning (POGIL) berkonteks isu-isu sosiosaintifik, POGIL, dan konvensional pada materi asam basa. Rancangan penelitian adalah eksperimen semu posstest only design. Sampel terdiri dari tiga kelas di salah satu SMAN di Kota Malang. Data diperoleh dari hasil tes keterampilan berargumentasi tertulis siswa. Hasil penelitian menunjukkan adanya perbedaan yang signifikan secara statistik terhadap keterampilan berargumentasi siswa di ketiga kelas penelitian (p=0.000). Kualitas argumentasi dianalisis menggunakan kerangka analitik Osborne. Pencapaian level argumentasi siswa kelas POGIL berkonteks isu-isu sosiosaintifik lebih tinggi daripada kelas POGIL dan konvensional. The effect of process oriented-guided inquiry learning with socioscientific issue contexts on high school students’ argument skills  AbstractThe argumentation ability is one of aspect of scientific literacy. The low scores on PISA survey of Indonesian students showed their low ability in argumentation. To address this problem,  this study aims to investigate the difference of students’argumentation skills who were taught using POGIL with socioscientific issues context, POGIL, and conventional learning. Research design was quasi-experimental postest only design. The sample consisted of three classes of a public senior high school in Malang. The data were obtained from students’ written argumentation. The result of this study showed significantly different statistic on students’argumetation skills in three classes (p=0,000). The quality of students’argumetation were classified using analytical framework by Osborne. Achievement of the argument level of POGIL class students contexted sociosaintific issues higher than POGIL class and conventional class.

scholarly journals ANALYSIS OF MATHEMATIC REPRESENTATION ABILITY OF JUNIOR HIGH SCHOOL STUDENTS IN THE IMPLEMENTATION OF GUIDED INQUIRY LEARNING

2017 ◽  
Vol 6 (2) ◽  
pp. 137
Author(s):  
Yumiati Yumiati ◽  
Mery Noviyanti
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Inquiry Learning ◽  
Mathematical Representation ◽  
Control Group ◽  
Guided Inquiry ◽  
Student Group ◽  
School Students ◽  
Control Group Design ◽  
Learning Group

The objective of this research is to analysing the different on upgrade the student’s math representation that obtained the guided inquiry learning and conventional learning. This research conducted by applying experiment method with nonequivalent control group design at one school. Which becoming research subject are students of Dharma Karya UT Middle School at 8th Grade. 8-2 class selected as control class (19 students) and 8-3 class selected as experiment class (20 students). Before and after learning process, two classes given the test of math representation with reliability is 0.70 (high category). The magnitude of the increasing in students’ math representation student group of guided inquiry learning group is 0.41 included as medium category. Meanwhile, the increasing students’ math representation student group of conventional learning is 0.26 included as low category. In conclusion, the hypothesis of the ability of the mathematical representation of students who learning with guided inquiry is better than students with conventional learning is accepted.

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 Improving Observing Skills of High School Students through Guided Inquiry Model

2018 ◽  
Vol 2 (1) ◽  
pp. 53 ◽  
Author(s):  
Shafila Sahnaz ◽  
Harlita Harlita ◽  
Murni Ramli
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Collaborative Action Research ◽  
Public High School ◽  
Guided Inquiry ◽  
School Students ◽  
Science Process Skills ◽  
Primary Level ◽  
Collaborative Action

<div class="grammarly-disable-indicator"> </div><div class="grammarly-disable-indicator">  Observation skill is one of the fundamental science process skills should mastered by students in the primary level. In fact, due to the lack of experiences of observation, high school students in the observed class showed the low level of observations skills. This study was three cycles-collaborative action research aims to improve the observation skills of high school students in biology through the implementation of guided inquiry learning integrated with a series of observation activities. The participants were 30 students of grade 11 of one public high school in Karanganyar, Indonesia. Six indicators of observation skills were used to assess the performance of students. In the pre-cycle stage, students showed relatively moderate performance on two aspects, e.g., identifying the differences and similarities of objects (45.83), and using of multiple senses to observe (45.83). But, they performed low in uses the apparatus correctly (4.17). On the skills of classifying the differences or the similarities, they scored 25, and for collecting relevant data they got 29.17 in average. After three iterative cycles, all indicators have increased significantly. </div><div class="grammarly-disable-indicator"> </div>

scholarly journals Pengaruh Model Brain Based Learning Terhadap Pemahaman Konsep dan Kemampuan Berpikir Kritis Fisika SMA

2020 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Ni Putu Devi Maretha Widyantari ◽  
Syahrial Ayub ◽  
Jannatin 'Ardhuha
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Conceptual Understanding ◽  
Control Group ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Physics Concepts ◽  
Brain Based Learning

This research aims to determine (1) the influence of brain based learning (BBL) models on the understanding of physics concepts among high school students, (2) the influence of BBL models on physics critical thinking ability among high school students, and (3) the influence of BBL models on conceptual understanding and the critical thinking ability among high school students. This research is a quasi-experiment and uses non-equivalent control group design with pre-test and post-test design. The population were all students of class X MIPA of SMAN 1 Gerung in the academic year of 2018/2019. Samples were taken using purposive sampling technique. The experimental class is treated using the BBL model while the control class uses the expository learning model. The hypothesis used are the polled variance t-test and Manova test. Based on the results of the analysis, it can be concluded that (1) there are influences of BBL models on the understanding of physics concepts among high school students (2) there are influences of the BBL modesl on physics critical thinking ability among high school educators, and (3) there are influences of BBL  models on conceptual understanding and critical thinking ability in physics among high school student.

scholarly journals EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

2017 ◽  
Vol 1 (4) ◽  
pp. 259
Author(s):  
Putu Wartawan
Keyword(s):  
High School ◽  
High School Students ◽  
Portfolio Assessment ◽  
Sampling Technique ◽  
Control Group ◽  
Scientific Attitude ◽  
School Students ◽  
Control Group Design ◽  
Physics Learning ◽  
Significance Level

This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school  in Singaraja. Research was an  quasi- experimental study by using  “The Posttest-Only Control Group Design”.  The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students.  The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students.  A Likert scale instrument was used to measure the scientific attitude students.  Data were analyzed using  analysis of variance with SPSS 20.0 at significance level a = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional.  The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

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