scholarly journals The Effects of Guided Inquiry Learning with the Assistance of Concept Maps on Students' Scientific Literacy

2021 ◽  
Vol 7 (2) ◽  
pp. 262
Author(s):  
I Putu Artayasa ◽  
Muhlis Muhlis ◽  
I Wayan Merta ◽  
Gito Hadiprayitno
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Scientific Literacy ◽  
Concept Maps ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
The Mean

The purpose of this study is to examine the effect of the application of the guided inquiry learning model assisted by concept maps on the scientific literacy of junior high school students in the city of Mataram. The research was conducted through a pretest-posttest design with a non-randomized control group. The sampling technique was purposive sampling. The sample of 90 students was divided into three classes, where the first-class applied guided inquiry learning assisted by concept maps, the second class applied inquiry learning without the help of concept maps, and the third class applied conventional learning. All classes were given a pretest and posttest scientific literacy. Data in the form of pretest and posttest scores were analyzed by Analysis of Variance (ANOVA) and continued with the Least Significance Difference (LSD) test at 5% alpha. The results showed that the mean score of students' scientific literacy in the class that applied the guided inquiry learning model assisted by concept maps was significantly higher than the mean score of the conventional class. The conclusion is that there is an effect of the implementation of the inquiry learning model assisted by the concept map method on students' scientific literacy

scholarly journals Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing terhadap Prestasi Belajar Fisika Siswa SMP

2021 ◽  
Vol 2 (1) ◽  
pp. 10-18
Author(s):  
Jono Iskandar ◽  
Syifaul Gummah ◽  
Saiful Prayogi ◽  
Muhammad Asy'ari
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
Learning Achievement ◽  
Physics Learning ◽  
Experimental Group

Pembelajaran di dalam kelas yang cenderung berpusat pada guru disinyalir menjadi penyebab rendahnya prestasi belajar siswa. Penggunaan mode pembelajaran yang tepat diharapkan mampu membuat siswa berperan aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperimen dengan pretest-posttest control group design. Siswa pada kelas VIII4 (34 siswa) dijadikan sebagai kelompok eksperimen dan siswa pada kelas VIII6 (34 siswa) sebagai kelompok control yang dipilih menggunakan claster random sampling technique. Data penelitian dikumpulkan menggunakan instrumen tes objektif yang telah diuji validitas, reliabilitas, daya pembeda dan indeks kesukaran. Perbedaan prestasi belajar siswa dianalisis menggunakan uji-t setelah dinyatakan memenuhi uji prasyarat normalitas dan homogenitas data. Berdasarkan hasil analisis data, diperoleh skor rata-rata pretest kelompok eksperimen sebesar 36,17 dan kelompok kontrol sebesar 39,5. Sedangkan skor rata-rata posttest kelompok eksperimen sebesar 65,41 dan kelas kontrol sebesar 50. Hasil uji-t menunjukkan thitung = 6,07 > ttabel = 2,00, sehingga dapat disimpulkan bahwa penggunaan metode pembelajaran Inkuiri Terbimbing berpengaruh secara signifikan terhadap prestasi belajar fisika siswa SMP. The Effect of the Use of Guided Inquiry Learning Model on the Physics Learning Achievement of Junior High School Students Abstract Learning in the classroom that tends to be teacher-centered is allegedly the cause of the low student achievement. The use of appropriate learning modes is expected to be able to make students play an active role in the learning process. This study aims to determine the effect of the guided inquiry learning model on students' physics learning achievement. This type of research is a quasi-experimental with a pretest-posttest control group design. Students in class VIII4 (34 students) were used as the experimental group and students in class VIII6 (34 students) as the control group were selected using the cluster random sampling technique. The research data were collected using an objective test instrument that had been tested for validity, reliability, discriminatory power and difficulty index. Differences in student achievement were analyzed using t-test after being declared to meet the prerequisite tests for normality and data homogeneity. Based on the results of data analysis, the average pretest score of the experimental group was 36.17 and the control group was 39.5. While the posttest average score of the experimental group is 65.41 and the control class is 50. The t-test results show tcount = 6.07 > ttable = 2.00, so it can be concluded that the use of guided inquiry learning model has a significant effect on junior high school students’ physics learning achievement.

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 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 IMPLEMENTATION OF PEER INSTRUCTION INTEGRATED GUIDED INQUIRY LEARNING TO INCREASE ARGUMENTATION SKILL OF SCIENCE JUNIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Nova Julianti ◽  
Azhar Azhar ◽  
Muhammad Nasir
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Inquiry Learning ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Peer Instruction ◽  
Guided Inquiry ◽  
School Students

This research aimed to know the differences in the science physics argumentation skills of students learning with the Peer Instruction Integrated Guided Inquiry Learning model and conventional learning. The research method used was quasy experiment with posttest only control design. The research population was all eighth grade students of Junior High School (SMP) 3 Pekanbaru. Samples were taken from two classes chosen by simple random sampling, namely class VIII5, totaling 36 students as the experimental class and class VIII4, totaling 36 students as the control class. The research instrument used a test argumentation skills. Data collection techniques through argumentation skills tests, after the learning process is carried out in both classes. Data were analyzed descriptively by looking at the results of students' argumentation skills scores and inferential using the T-test. The results of descriptive analysis showed that the experimental class argumentation skills were good enough, while the control class categorized was less good with a difference of 22.84%. Inferential there were significant differences in students' argumentation skills in class learning vibration and wave material with Peer Instruction Integrated Guided Inquiry Learning model to conventional class. The use of Peer Instruction Integrated Guided Inquiry Learning model in learning science of physics of vibration and wave material in class VIII5 of SMP 3 Pekanbaru, can increase the ability of students' argumentation skills.

scholarly journals The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models

2020 ◽  
Vol 6 (1) ◽  
pp. 81-88
Author(s):  
Rudi Haryadi ◽  
Heni Pujiastuti
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Scientific Literacy ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Learning Models ◽  
School Students ◽  
The City

This research aims to find out the influence of guided inquiry learning models on the ability of scientific literacy in high school students in the city of Tangerang. This research is a pre-experimental design study that aims to determine the ability of scientific literacy by using a guided inquiry learning model for high school students in the city of Tangerang in Newton’s law material. The research design used was One-Group Pretest-Posttest Design with a sample of 32 students of class X MIA 3 of SMAN 11 in Tangerang City. The average N-gain results for students of SMAN 11 Kota Tangerang amounting to 0.4060 are in the medium category. So it was concluded that the ability of scientific literacy by using the guided inquiry learning model of high school students in the Regency and City of Tangerang is in the medium category.

scholarly journals Application of the Guided Inquiry Model to Improve Science Process Skills High School Students

2021 ◽  
Vol 7 (4) ◽  
pp. 612-616
Author(s):  
Ade Rahayu Fadhilla ◽  
Muhibbuddin Muhibbuddin ◽  
Muhammad Syukri
Keyword(s):  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference

This study aims to improve students' science process skills by applying a guided inquiry learning model to the concept of work and energy learning physics. The research design used was a quasi-experimental control group design. The population in this study was all class X MIA SMA Negeri 5 Banda Aceh, which consisted of five parallel classes who took the science program in the even semester of 2020/2021 with a total of 139 students. Two classes as the research sample were selected by purposive sampling by taking into account the average value of physics for each class. Meanwhile, the determination of the experimental and control classes in this study was carried out randomly. Data on science process skills in both classes was obtained through observation sheets filled out by two observer teachers. The results of data analysis show that, in general, there is a significant difference between the improvement of science process skills in the experimental class and the control class for the indicators of observing, predicting, measuring, communicating, and concluding. However, for classifying indicators, the results were not significantly different. The improvement of science process skills in the experimental class in general for all of these indicators certainly cannot be separated from each step of the guided inquiry learning model they carry out. The positive results of the implementation of physical learning through the inquiry model on students' science process skills can be used as a reference and support for teacher implementation in carrying out the teaching and learning process of physics, especially on the concept of business and energy

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 Pengaruh Inkuiri Terbimbing Berbasis Science, Technology, Engineering, Math (STEM) terhadap Penguasaan Konsep Siswa SMA pada Materi Fluida Statis

2020 ◽  
Vol 5 (7) ◽  
pp. 896
Author(s):  
Khusnul Khotimah ◽  
Edi Supriana ◽  
Parno Parno
Keyword(s):  
High School Students ◽  
Experimental Model ◽  
Mixed Method ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students ◽  
Before And After ◽  
Static Fluid ◽  
The Subject

<p><strong>Abstract: </strong>The ability to master concepts can be developed with the Guided Inquiry learning model. The purpose of this study is to find out how the STEM-based Guided Inquiry learning model influences the mastery of the concept of high school students on static fluid material. This research was conducted at SMAN 6 Malang class XI, the subject of this study were 34 students. This research is a mixed method embedded experimental model. With the test of mastery of concepts in the form of essays as many as 5 items. From the results of the research conducted showed that there are differences in the mastery of the concept of students before and after getting STEM-based guided inquiry learning on static fluid material.</p><strong>Abstrak:</strong> Kemampuan penguasaan konsep dapat dikembangkan dengan model pembelajaran Inkuiri Terbimbing. Tujuan dari penelitian ini ialah untuk mengetahui bagaimana pengaruh model pembelajran Inkuiri Terbimbing berbasis STEM terhadapa penguasaan konsep siswa SMA pada materi fluida statis. Penelitian ini dilakukan di SMAN 6 Malang kelas XI subjek penelitian ini berjumlah 34 siswa. Penelitian ini berjenis <em>mixed method embedded experimental model</em>. Dengan soal tes penguasaan konsep yang berupa esai sebanyak lima butir soal. Dari hasil penelitian yang dilakukan menunjukkan bahwa ada perbedaan penguasaan konsep siswa sebelum dan sesudah mendapatkan pembelaj<strong>a</strong>ran inkuiri terbimbing berbasis STEM pada materi fluida statis.

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.

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