PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP PENGUASAAN KONSEP SAINS DITINJAU DARI KEMAMPUAN AWAL SISWA

This study aims to find out: (1) the differences in science concept mastery of students who take guided inquiry learning model with conventional learning, (2) the differences in science concept mastery of students that prior knowledge high and low prior knowledge. This method of research is an quasi-experimental with factorial 2x2 analysis design. The subject of this study was ten class of 8th grade student in SMP 10 Mataram 2014/2015. Two class was chosen as sample using cluster random sampling technique, one classes as experimental group and one classes of control group. The research instrument is science mastery concept made by teacher. Data were analyzed using ANCOVA to find the effect of learning model and prior knowledge to science concept mastery. Analyses were performed using SPSS version 20 for Windows. Based on the analysis can be concluded that: 1) There are differences in science concept mastery of students who take guided inquiry learning model compared to conventional learning. 2) There is no difference in concept science mastery of students who have high and low prior knowledge of students.

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Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Penguasaan Konsep dan Keterampilan Proses Sains Fisika Peserta Didik Kelas XI MAN 2 Mataram Tahun Pelajaran 2017/2018

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v4i1.541 ◽

2018 ◽

Vol 4 (1) ◽

pp. 82

Author(s):

Putri Kurnia Suwandari ◽

Muhammad Taufik ◽

Satutik Rahayu

Keyword(s):

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

Control Group Design ◽

Physics Students ◽

Concept Mastery ◽

Essay Test ◽

Academic Year

This research is aimed to examine the effect of guided inquiry learning model toward physics students’ concept mastery and science process skills at class XI of MAN 2 Mataram in academic year 2017/2018. This is experiment research with posttest-only control group design. The Population of this research is all students of class XI MIA MAN 2 Mataram. The sampling technique used is purposive and cluster random sampling, which is the students of class XI MIA 5 as experiment and XI MIA 4 as control group. The experiment group was treated with guided inquiry learning model while the control group was treated with conventional learning. Technique of collectig data of the mastery concept using essay test 8 question, the skills of science process using non-test instruments in the form of observation sheets. The hypothesis was tested using manova based SPSS 16.0. The result of manova test showed that there was an effect of guided inquiry learning model toward mastery of concept and skill of science process.

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

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v5i2.1543 ◽

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.

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The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes

Journal of Science and Science Education ◽

10.29303/jossed.v1i1.446 ◽

2020 ◽

Vol 1 (1) ◽

pp. 15

Author(s):

Siti Hasanah ◽

Agus Abhi Purwoko ◽

Aliefman Hakim

Keyword(s):

Linear Relationship ◽

Learning Outcomes ◽

Statistical Tests ◽

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

Chemistry Learning ◽

Quasi Experimental

Teachers and students still dominate the learning process at SMAN 1 Lingsar are even less active. This study aimed to determine the effect of the Guided Inquiry learning model on students' chemistry learning outcomes. This study used quasi-experimental research (quasi-experimental) with a nonequivalent control group design pre-test-post-test design. The population in this study were all Class XI IPA SMAN 1 Lingsar. The sampling technique used a quota sampling technique. The sample consisted of 2 classes, namely class XI MIA 1 as the experimental class and class XI MIA 4 as the control class. The instruments in this study were 3, namely: RPP, LKPD, and Tests. The test is carried out at the beginning of the meeting (pre-test) and the end of the session (posttest). The resulting data were tested using the ANCOVA test. The results showed differences in chemistry learning outcomes for students who took the guided inquiry learning model with those who took the conventional learning model. The results of statistical tests obtained a significance value of the learning model of 0.011. So because the amount of the Sig value is less than 0.05, H0 is rejected. It means a linear relationship between them with the average chemistry learning outcomes in the class that received the guided inquiry empowerment model higher than the control group. Furthermore, the covariance proved also to support the improvement of students' chemistry learning outcomes with a significance level of 0.000. It means that there is a linear relationship between the covariance and the dependent variable

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The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Students' Concepts Mastery

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v8i1.2776 ◽

2020 ◽

Vol 8 (1) ◽

pp. 25

Author(s):

Ni Wayan Erisca Pradiyanasari ◽

Ni Nyoman Sri Putu Verawati ◽

Aris Doyan

Keyword(s):

Hypothesis Test ◽

Inquiry Learning ◽

Sampling Technique ◽

Control Group ◽

Guided Inquiry ◽

Multiple Choice Questions ◽

Control Group Design ◽

Significance Level ◽

Concept Mastery ◽

Process Oriented

This study aims to determine the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on the students’ concept mastery in SMAN 6 Mataram, subject matter of harmonious vibration. This study is a quasi-experimental research with a pretest-posttest control group design. The population was all students of class X MIA at SMAN 6 Mataram in the 2018/2019 academic year totaling 172 students, with purposive sampling technique obtained by class X MIA 1 as an experimental class and class X MIA 3 as a control class. The concept mastery test instrument uses multiple choice questions totaling 25 items. The concept mastery data obtained were analyzed using t-test with a significance level (α) of 5%. Hypothesis test results indicate that the t-count is greater than t-table, that is 2.482 is greater than 2.020, so that H0 is rejected and Ha is accepted. Thus, there is an effect of the Process Oriented Guided Inquiry Learning (POGIL) model on students' concept mastery.

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The Effect of Environmental-Based Guided Inquiry Learning Model on the Competence of Science Students in Tarusan

Jurnal Atrium Pendidikan Biologi ◽

10.24036/apb.v4i3.6090 ◽

2019 ◽

Vol 4 (3) ◽

pp. 1

Author(s):

Rintia Mawaddah ◽

Helendra Helendra ◽

Ganda Hijrah Selaras ◽

Ardi Ardi

Keyword(s):

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Control Group ◽

Science Students ◽

Guided Inquiry ◽

Living Things ◽

Randomized Control ◽

Material Interaction ◽

Cognitive Competency

The lack cognitive competency os caused by a problem when learning begins, in the learning model used does not involve active students in learning. How to overcome thatis done to increase the students' cognitive competency is to apply an guided inquiry learning model based environment at SMPN 2 Koto XI Tarusan in KD. 3.7 material interaction of living things with their environment. This research used a Randomized Control Group Posttest Only Design. The population in this study were all student VII SMPN 2 Koto XI Tarusan. Sampel was taken by purposive sampling technique. The hypothesis testing using the t test. The results of data analysis in the research obtained in a cognitive competency that tcount>ttable (1.70>1.67). So, the conclusion of the guided inquiry learning model baased environment give a meaningfull effect on student' cognitive competency

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Developing Ability To Use Scientific Method Through Guided Inquiry Learning Model

BIOEDUSCIENCE ◽

10.22236/j.bes/516771 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Suci Lestari ◽

Budhi Akbar ◽

Luthpi Safahi

Keyword(s):

Inquiry Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Learning Model ◽

Choice Test ◽

Test Results ◽

Guided Inquiry ◽

Scientific Methods ◽

Quasi Experimental ◽

Parametric Statistical Test

Background: The learning process of biology does not only promote discovery but also a process of discovery by being able to increase scientific attitudes. In addition, the selection of a learning model is very influential on success in learning. Inquiry learning emphasizes critical thinking and analysis to find the answer to a question in question. Therefore, this study aims to analyze the effect of the Guided Inquiry learning method on the ability to use scientific methods. Methods: Quasi-experimental with the sampling technique using simple random sampling. A multiple-choice test totalling 18 questions was used as an instrument. The research data were analyzed using the Mann U-Withney non-parametric statistical test. Results: The test results obtained that the calculated Z value of 6.8 is greater than the Z table value (0.05) of 1.96. Conclusions: there is an effect of using the Guided Inquiry learning model on the ability to use scientific methods of class X students at SMA Negeri 2 Karawang.

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EFEKTIVITAS MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA SUB MATERI REAKSI PENGENDAPAN DI KELAS XI IPA SMA MUHAMMADIYAH 1 PONTIANAK

AR-RAZI Jurnal Ilmiah ◽

10.29406/arz.v6i1.943 ◽

2018 ◽

Vol 6 (1) ◽

Author(s):

Gustiah Gustiah ◽

Dedeh Kurniasih ◽

Fitriani Fitriani

Keyword(s):

Learning Outcomes ◽

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Guided Inquiry ◽

Inquiry Approach ◽

Quasi Experimental ◽

Experimental Process ◽

Direct Learning ◽

Observation Method

Student learning outcomes were influenced by learning model which applied by teacher. One of the learning model required active student involvement in the learning process was the guided inquiry approach. The guided inquiry learning model emphasized on the discovery and mastery of the concept through the experimental process. This research aimed to identify between the differences of student’s learning outcomes by using guided inquiry learning model and using direct learning model on the sub-material of deposition reaction and the influence of guided inquiry learning model on students’ learning outcomes. This research used quasi experimental design and this purposive sampling technique to determine the sample. The sample of research was the students of grade XI IPA SMA Muhammadiyah 1 Pontianak. Data collection used a test and observation method. Data analysis used SPSS 17.0 for Windows. Based on the result, there were differences between learning outcomes using guided inquiry learning model and direct learning model. This research used Effect Size (ES) with ES = 2,44 as high category with 49,27%, mean guided inquiry learning model gave high effectiveness to students’ learning outcomes. Based on the research results, the guided inquiry learning model was effectively applied in SMA Muhammadiyah 1 Pontianak.Keywords: Learning outcomes, Guided inquiry, Deposition reaction

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Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa

Empiricism Journal ◽

10.36312/ej.v2i2.594 ◽

2021 ◽

Vol 2 (2) ◽

pp. 73-84

Author(s):

Muhali Muhali ◽

Muhammad Asy'ari ◽

Roniati Sukaisih

Keyword(s):

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Virtual Laboratory ◽

Control Group ◽

Metacognitive Skills ◽

Guided Inquiry ◽

Control Group Design ◽

Concept Understanding ◽

Better Than

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.

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EFEKTIFITAS MODUL BASIC AIRWAY MANAGEMENT BERBASIS GUIDED INQUIRY LEARNING MODEL TERHADAP KETERAMPILAN MAHASISWA KEPERAWATAN

Jurnal Kesehatan Kusuma Husada ◽

10.34035/jk.v12i2.773 ◽

2021 ◽

pp. 215-221

Author(s):

Maria Wisnu kanita ◽

Ika Subekti Wulandari ◽

Gatot Suparmanto ◽

Heni Nur Kusumawati

Keyword(s):

Clinical Practice ◽

Airway Management ◽

Inquiry Learning ◽

Intervention Group ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

Purposive Sampling ◽

Group Design ◽

Quasi Experimental

Pembelajaran dalam praktik klinik merupakan komponen penting dalam pendidikan keperawatan mengingat keperawatan merupakan profesi berbasis praktik. Pembelajaran praktik klinik oleh mahasiswa keperawatan memerlukan adanya pengembangan metode yang dapat mempersiapkan mahasiswa untuk dapat mengasah keterampilannya. Tujuan penelitian ini adalah untuk mengetahui efektifitas modul basic airway management berbasis guided inquiry learning model terhadap keterampilan mahasiswa keperawatan. Penelitian ini adalah penelitian kuantitatif dengan quasi experimental dalam bentuk nonequivalent pretes-postest group design. 50 responden dipilih dengan teknik purposive sampling, 25 responden pada kelompok eksperimen, sedangkan 25 responden pada kelompok kontrol. Keterampilan sebelum perlakuan pada kelompok kontrol dinyatakan lulus sebanyak 3 responden (12%) dan kelompok intervensi sebanyak 6 responden (24%). Keterampilan setelah dilakukan perlakuan pada kelompok kontrol dinyatakan lulus sebanyak 11 responden (44%) dan kelompok intervensi sebanyak 15 responden (66%). Data dalam penelitian dianalisis dengan uji Mann-Whitney. Hasil uji menunjukkan nilai p = 0,000 dimana hasil ini menyatakan bahwa Modul Berbasis Guided Inquiry Learning Model cukup efektif untuk meningkatkan keterampilan mahasiswa. Learning in clinical practice is an important component in nursing education considering that it is a practice-based profession. Learning clinical practice by students requires the development of methods that can prepare students to hone their skills. The purpose of this study was to determine the effectiveness of the basic airway management module based on the guided inquiry learning model on the skills of students. This study was a quantitative study with a quasi-experimental form of nonequivalent pretest-posttest group design. 50 respondents were selected by purposive sampling technique, 25 respondents were in the experimental group, while 25 respondents were in the control group. Before receiving the treatments, 3 respondents (12%) in the control group and 6 respondents (24%) were passed the skills. After receiving the treatment, as many as 11 respondents (44%) in the control group and 15 respondents (66%) the intervention group could pass the skills. The data in the study were analyzed by the Mann-Whitney test. The test results showed the value of p = 0.000 which stated that the Guided Inquiry Learning Model-Based Module is quite effective for improving student skills.

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The Effect of Guided Inquiry Learning Model Assisted by Mind Map Toward Students’ Science Cognitive Competency at the VIII Grade of SMP Negeri 27 Padang

Jurnal Atrium Pendidikan Biologi ◽

10.24036/apb.v4i1.5486 ◽

2019 ◽

Vol 4 (1) ◽

pp. 155

Author(s):

Idia Ofela Nova ◽

Fitri Arsih ◽

Relsas Yogica ◽

Lufri Lufri

Keyword(s):

Learning Process ◽

Inquiry Learning ◽

Circulatory System ◽

Sampling Technique ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

Study Population ◽

Learning Competencies ◽

The Mind

The low science cognitif competency of students is caused by several problem encountered during the learning process, between the learning model that is applied has not involved students actively in the learning process. One of the efforts that is done to increase students' learning competencies in science is to apply the Guided Inquiry learning model assisted by Mind Map. This learning assisted by the Mind Map guides students to be active. This study aims to reveal the influence of the use of the Guided Inquiry learning model assisted by Mind Map to the learning competencies of science students. This research was conducted at SMP Negeri 27 Padang. in material of KD 3.7 about Circulatory System. This research is an experimental research using the Randomized Control Group Posttest Only Design. The study population was all grade VIII students of SMP Negeri 27 Padang. Sampling was taken by using purposive sampling technique. The control class used a conventional learning model which is commonly used in the class and experimental class using the Guided Inquiry learning model assisted by Mind Map. The research instrument used was a test of learning outcomes. The results of the t test were known that in the knowledge competency tcount> t table (2.76> 1.67). This showed that the hypothesis was accepted. So, it can be concluded that the Guided Inquiry learning model assisted by Mind Map has a positive effect on students' learning cognitive competencies in science.

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