Development of Inkuiri Model Learning Tools Guided to Improve Concept Mastery Learner Physics

This study aims to determine the validity, practicality, and effectiveness of guided inquiry learning models to improve students' mastery of physics concepts. This type of research includes research and development of Research and Development (RnD) with the research design used is the 4D model which consists of define, design, develop and disseminate. Products developed in the form of a syllabus, lesson plans, student worksheets, test instruments in the form of questions, and learning videos. The product validity was analyzed by determining the value of the content validator index (CVI) through a questionnaire. Practicality is obtained from student response questionnaires and learning implementation sheets. Furthermore, the effectiveness is obtained from a limited trial to obtain the N-gain test value. The results of the study based on the CVI average value assessment of expert validators and practitioner validators approached one with the very good category. The reliability of learning devices above 75% indicates that all aspects assessed are included in the reliable category. The results of the response of students obtained <80% with practical criteria and the average implementation of learning for three meetings was 87.7% with very practical criteria. The N-gain result of the concept mastery is 0.63 in the medium category. Based on these results, it can be concluded that guided inquiry learning tools to improve students' mastery of physics concepts are valid, practical, and effectively used in learning.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI TERBIMBING PADA MATERI ALAT-ALAT OPTIK UNTUK MENINGKATKAN PENGUASAAN KONSEP FISIKA

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v7i1.3835 ◽

2021 ◽

Vol 7 (1) ◽

pp. 147

Author(s):

Yunara Nurmaya ◽

Susilawati Susilawati ◽

Muhammad Zuhdi ◽

Hikmawati Hikmawati

Keyword(s):

Research And Development ◽

Learning Process ◽

Inquiry Learning ◽

Lesson Plans ◽

Learning Tools ◽

Guided Inquiry ◽

Optical Tools ◽

Concept Mastery ◽

Questionnaire Assessment ◽

Teachers And Students

ABSTRAKPerangkat pembelajaran merupakan bagian terpenting dalam proses pembelajaran, dimana proses pembelajaran berjalan efisien, efektif dan juga terstruktur karena adanya perangkat pembelajaran. Perangkat pembelajaran yang dikembangkan berupa perangkat pembelajaran model inkuiri terbimbing yang terdiri dari silabus, RPP, LKPD, instrument tes penguasaan konsep. Tujuan penelitian ini yaitu untuk mengembangkan perangkat pembelajaran fisika yang valid, efektif, dan efisien dengan menggunakan model inkuiri terbimbing pada materi alat-alat optik untuk meningkatkan penguasaan konsep. Penelitian ini menggunakan jenis penelitian Research and Development (R&D) dengan model 4D yang terdiri dari empat tahapan yaitu Define, Design, Develop, dan Disseminate. Perangkat yang dikembangkan pada penelitian ini adalah silabus, RPP, LKPD, dan instrumen tes penguasaan konsep. Kevalidan perangkat yang dikembangkan diperoleh berdasarkan penilaian angket dari enam validator yaitu tiga validator ahli dan tiga validator praktisi, kemudian kevalidan perangkat dianalisis dengan menggunakan skala Likert. Keefektifan perangkat diperoleh berdasarkan analisis lembar observasi keterlaksanaan RPP dari tiga orang observer yang kemudian ditentukan dengan menggunakan perhitungan Interjudge Agreement (IJA) dan perolehan nilai N-Gain. Selanjutnya, keefisienan perangkat didapatkan dari hasil uji coba terbatas pada peserta didik kelas XI yang kemudian ditentukan dari respon guru dan peserta didik. Maka dapat disimpulkan perangkat pembelajaran yang dikembangkan efektif. Terakhir, dari respon guru dan peserta didik didapatkan beberapa kendala dari pembelajaran yang telah dilakukan sehingga perangkat pembelajaran model inkuiri terbimbing kurang efisien untuk digunakan dalam pembelajaran. Kata Kunci : perangkat pembelajaran; inkuiri terimbing; penguasaan konsep ABSTRACTLearning tools are the most important part of the learning process, where the learning process runs efficiently, effectively and is structured because of the learning tools. The learning tools developed are in the form of guided inquiry learning models which are based on the syllabus, lesson plans, student worksheet, and concept mastery test instruments. The purpose of this research is to develop valid, effective, and efficient physics learning tools by using guided inquiry models on the material of optical tools to improve concept mastery. This study uses a Research and Development (R&D) type of research with a 4D model consisting of four stages, namely Define, Design, Develop, and Disseminate. The tools developed in this study were the syllabus, lesson plans, student worksheet, and concept mastery test instruments. The validity of the developed device was obtained based on a questionnaire assessment of six validators, namely three expert validators and three practitioner validators, then the validity of the devices was analyzed using a Likert scale. The effectiveness of the device was obtained based on the analysis of the RPP implementation observation sheet from three observers which was then determined using the calculation of the Interjudge Agreement (IJA) and the acquisition of the N-Gain value. Furthermore, the efficiency of the device was obtained from the limited trial results for class XI students which was then determined from the responses of the teacher and students. So it can be concluded that the learning tools developed are effective. Finally, from the responses of teachers and students, there are several obstacles from the learning that has been done so that the guided inquiry learning model is less efficient for use in learning. Key Word : Learning tools; guided inquiry learning; mastery of concepts

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PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL INKUIRI TERBIMBING BERBANTUAN LABORATORIUM VIRTUAL UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF PESERTA DIDIK

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v6i2.3046 ◽

2020 ◽

Vol 6 (2) ◽

pp. 221

Author(s):

Raka Panji Satria ◽

Hairunisyah Sahidu ◽

Susilawati Susilawati

Keyword(s):

Research And Development ◽

Creative Thinking ◽

Thinking Skills ◽

Learning Tools ◽

Guided Inquiry ◽

Average Value ◽

A Value ◽

Virtual Laboratories ◽

Average Activity ◽

Virtual Assistance

ABSTRAKPenelitian pengembangan ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran model inkuiri terbimbing berbantuan laboratorium virtual untuk meningkatkan keterampilan berpikir kreatif peserta didik. Jenis penelitian adalah Research and Development (R&D) dengan model 4D terdiri dari Define, Design, Develop, dan Disseminate. Produk yang dikembangkan berupa silabus, rencana pelaksanaan pembelajaran daring, lembar kerja peserta didik, dan instrumen tes keterampilan berpikir kreatif. Validitas produk dinilai oleh enam validator dengan analisis skala likert. Selanjutnya kepraktisan ditentukan dari hasil observasi melalui lembar keterlaksanaan kegiatan dan efektivitas diperoleh dari uji coba terbatas untuk mendapatkan nilai N-gain. Hasil penelitian berdasarkan penilaian validator menunjukkan keseluruhan perangkat yang dikembangkan memiliki nilai rata-rata diatas 3.26 dengan kategori sangat baik. Kemudian hasil observer menunjukkan rata-rata keterlaksanaan kegiatan diatas 63 % dengan kategori sangat baik. Lalu hasil rata-rata uji N-gain didapatkan nilai 0.51 dengan kategori sedang. Sehingga dapat disimpulkan perangkat pembelajaran fisika model inkuiri terbimbing berbantuan laboratorium virtual pada materi elastisitas dan hukum Hooke valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir kreatif peserta didik. Kata kunci: perangkat pembelajaran; model inkuiri terbimbing; laboratorium virtual; keterampilan berpikir kreatif. ABSTRACTThis development research aims to produce products in the form of guided inquiry learning models assisted by virtual laboratories to improve students' creative thinking skills. The type of research is Research and Development (R&D) with a 4D model consisting of Define, Design, Develop, and Disseminate. Products developed in the form of a syllabus, online lesson plans, student worksheets, and creative thinking skills test instruments. The validity of the product is limited by six validators with Likert scale analysis. Furthermore, practicality is determined from the results of observations through the implementation sheet and can be obtained from limited trials to get the N-gain score. The results of the research based on the facts of the validator showed that the total developed equipment had an average value above 3.30 with the very good category. Then the results of the observers showed that the average activity implementation was above 75% with the very good category. Then the results of the average N-gain test obtained a value of 0.51 in the medium category. So it can be concluded that the guided inquiry model physics learning device with virtual assistance on elasticity material and Hooke's law is valid, practical, and effective for improving students' creative thinking skills. Keywords: learning tools; guided inquiry model; virtual laboratory; creative thinking skills.

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The Effect of Guided Inquiry Learning Model on Process Skills Science and Students' Higher-Level Thinking Skills on Heat and Transfer Themes of Class V SD Negeri 104260 Melati

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v4i2.1931 ◽

2021 ◽

Vol 4 (2) ◽

pp. 901-910

Author(s):

Ahmad Marwan ◽

Hasruddin Hasruddin ◽

Yusnadi Yusnadi

Keyword(s):

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

High Order ◽

Process Skills ◽

Guided Inquiry ◽

Higher Order Thinking Skills ◽

Science Process Skills ◽

Average Value ◽

High Order Thinking

This research aims to determine the effect of guided inquiry learning models on science process skills and higher order thinking skills on the theme of heat and its displacement in grade V SD Negeri 104260 Melati. The research instrument included observation of science process skills and tests of higher order thinking skills. This study uses the analysis of the Independent Sample Test (t test).The average value of science process skills in the guided inquiry class was 81.62 and the direct instruction learning model class was 79.02. A significant influence on students' science process skills in the learning process on the theme of heat and its displacement, with a score of tcount (2.384)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.021) <α = 0.05, so that H₀rejected. then Ho was rejected and Ha accepted. The average value of high-order thinking skills in the guided inquiry class is 75.57 and in the class of direct instruction learning model. A total of 67.43. The results of the analysis of high-order thinking skills have tcount (3.597)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.001) <α = 0.05, so that H₀rejected and Ha accepted. Guided inquiry learning model affects science process skills and high-order thinking skills of students on the theme of heat and its displacement in grade V SD Negeri 104260 Melati.

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Penggunaan Model Pembelajaran Inkuiri Terbimbing Dalam Pembelajaran Ips Untuk Meningkatkan Kepekaan Sosial Terhadap Lingkungan Siswa Madrasah Ibtidaiyah Di Lamongan

At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah ◽

10.30736/atl.v1i1.78 ◽

2020 ◽

Vol 1 (1) ◽

pp. 88

Author(s):

Kiky Chandra Silvia Anggraini

Keyword(s):

Inquiry Learning ◽

Learning Model ◽

Guided Inquiry ◽

Model Learning ◽

Significance Level ◽

Surrounding Environment ◽

Social Sensitivity ◽

The Social ◽

Sample Test ◽

Quasi Experimental

Abstract: The low social sensitivity to the environment is one of the most frequent problems, as evidenced by the lack of awareness to dispose of garbage in the trash, taking care of plants and others. Schools as the main educator agents play a role in improving the social sensitivity of students through learning so that through the materials and appropriate learning meodel will be able to improve students' social sensitivity to the surrounding environment. This research is a quasi-experimental research using SPSS 17,00 in analyzing data. Based on the pretest and posttest results in the experimental class using the guided inquiry learning model is more effective for improving students' social sensitivity than the control class that carries out the pure inquiry learning model. Analysis with t test by conducting independent sample test, found t count equal to 3,99 with significance level 0,00 (sig <0,05), this means Ho refused and accept Ha. This study proves that if Ha is accepted which contains the implementation of guided inquiry learning model is greater than the use of pure inquiry model in improving social sensitivity of students in social studies subjects.Keyword: Model learning, Inquiry, Social Sensitivity

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The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽

10.18860/mad.v13i1.9342 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1-14

Author(s):

Triyo Supriyatno ◽

Dirga Ayu Lestari ◽

Ulfa Utami

Keyword(s):

Critical Thinking ◽

Science Learning ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Activities ◽

Guided Inquiry ◽

Learning Models ◽

Model Learning ◽

Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

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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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Pengembangan Lembar Kerja Siswa Ilmu Pengetahuan Sosial Berbasis Inkuiri Terbimbing untuk Siswa SMP

heritage ◽

10.35719/hrtg.v1i2.16 ◽

2020 ◽

Vol 1 (2) ◽

pp. 199-218

Author(s):

Ina Mahmuda ◽

Anindya Fajarini

Keyword(s):

Social Studies ◽

Research And Development ◽

Learning Outcomes ◽

Cognitive Learning ◽

Student Response ◽

Guided Inquiry ◽

Research Subjects ◽

Percentage Score ◽

Class Viii ◽

Cognitive Learning Outcomes

Abstract This research aims to produce a student worksheet social studies guided inquiry-based in class VIII of SMP Negeri 1 Jember. The research method used is research and development (R&D). This research adopted a 4-D development model with three stages namely; define, design, and development. The sample of this research is class VIII-A and class VIII-B. The research subjects consisted of four experts namely; material experts, design experts, linguists, and social studies teachers. Data collection techniques using a questionnaire. Data were analyzed using descriptive analysis techniques. The results of the validation from the expert team are; 1) material experts with a percentage score of 80%; 2) design experts with a percentage score of 82.67%; 3) linguists with a percentage score of 85.3%; 4) Social studies teacher with a percentage score of 82%. Limited test results obtained by students' responses with a percentage of 91%. The results of the field test obtained student responses with a percentage of 83.16%. Based on the validity criteria and student response criteria the effectiveness of the student worksheet social studies guided inquiry-based is valid and suitable to use without revision. The cognitive learning outcomes of 28 students of class VIII-A have completely reached the KKM value, with a percentage of 87.5%. Whereas 4 students of class VIII-A failed to achieve the KKM value, with a percentage of 12.5%. The cognitive learning outcomes of five VIII-B students completely reached the KKM value, with a percentage of 83.3%. While one VIII-B student failed to achieve the KKM value, with a percentage of 16.7%. Based on the classical completeness criteria class VIII A and B have completely reached the KKM value. So, it can be concluded that student worksheet social studies guided inquiry-based is suitable and effectively for used social studies learning at SMP Negeri 1 Jember. Abstrak Penelitian ini betujuan untuk menghasilkan lembar kerja siswa (LKS) ilmu pengetahuan sosial berbasis inkuiri terbimbing pada kelas VIII SMP Negeri 1 Jember. Metode penelitian yang digunakan yaitu Research and Development (R&D). Penelitian ini mengadopsi model pengembangan 4-D dengan tiga tahapan yaitu; define, design, dan development. Sampel dari penelitian ini yaitu kelas VIII A dan kelas VIII B. Subyek penelitian terdiri dari empat ahli, yakni ahli materi, ahli desain, ahli bahasa, dan guru IPS. Teknik pengumpulan data menggunakan angket. Data dianalisis menggunakan teknik analisis deskriptif. Hasil validasi dari tim ahli yaitu; 1) ahli materi dengan prosentase skor 80%; 2) ahli desain dengan prosentase skor 82.67%; 3) ahli bahasa dengan prosentase skor 85,3%; 4) guru IPS dengan prosentase skor 82%. Hasil uji terbatas diperoleh respon siswa dengan prosentase 91%. Hasil uji lapangan diperoleh respon siswa dengan prosentase 83,16%. Berdasarkan kriteria kevalidan dan kriteria respon siswa keefektifan LKS IPS berbasis inkuiri terbimbing dinyatakan valid dan layak digunakan tanpa revisi. Hasil belajar kognitif 28 siswa kelas VIII A tuntas mencapai nilai KKM, dengan prosentase 87,5 %. Sedangkan 4 siswa kelas VIII A gagal mencapai nilai KKM, dengan prosentase 12,5%. Hasil belajar kognitif 5 siswa kelas VIII B tuntas mencapai nilai KKM, dengan prosentase 83,3%. Sedangkan 1 siswa kelas VIII B gagal mencapai nilai KKM, dengan prosentase 16,7%. Berdasarkan kriteria ketuntasan klasikal kelas VIII A dan B telah tuntas mencapai nilai KKM. Jadi, dapat disimpulkan bahwa LKS IPS berbasis inkuiri terbimbing layak dan efektif digunakan untuk pembelajaran IPS SMP Negeri 1 Jember. Kata Kunci: Lembar Kerja Siswa, Ilmu Pengetahuan Sosial, dan Inkuiri Terbimbing

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Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Peserta Didik Pada Pembelajaran IPA Materi Pokok Cahaya dan Alat Optik Kelas VIIIA SMP Negeri 1 Wawoni Utara

Jurnal Penelitian Pendidikan Fisika ◽

10.36709/jipfi.v5i1.10666 ◽

2020 ◽

Vol 5 (1) ◽

pp. 46

Author(s):

Asdianti Asdianti ◽

La Tahang ◽

Luh Sukariasih

Keyword(s):

Data Analysis ◽

Science Learning ◽

Inquiry Learning ◽

Learning Model ◽

Process Skills ◽

Guided Inquiry ◽

Science Process Skills ◽

Average Value ◽

School Year ◽

The Subject

This study aims to: 1) To describe the science process skills improvement classes learners VIIIA of SMP Negeri 1 North Wawonii taught through guided inquiry learning model; 2) Describe the activities of teachers in science teaching VIIIA grade SMP Negeri 1 North Wawonii on poko material light and an optical instrument with use taught guided inquiry learning model.This type of research is the Classroom Action Research (CAR), which has been conducted in two cycles. Subjects in this study were all learners VIIIA grade SMP Negeri 1 North Wawonii 2018/2019 school year totaling 19 people. The data collected in this study is the science process skills gained from the observation sheet. Data analysis was performed descriptive statistics. From the results of data analysis obtained by valueAverage science process skills of students in the first cycle of 2.3 included in the category enough and for the average value of the activities of teachers in the first cycle is the second cycle 2,9.Padaearned valueAverage science process skills of students in the first cycle of 3.6 included in both categories, and for the average value of teacher activity in the second cycle is 3.61.Based on the results of research and discussion concluded that the science learning in the subject matter of the Light and Optics are taught using guided inquiry learning model has increased in the science process skills and activities of teachers.

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PENERAPANINKUIRI TERBIMBING SEBAGAI UPAYA MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR MAHASISWA POKOK BAHASAN ANALISIS VEKTOR DI STMIK STIKOM INDONESIA

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v8i1.161 ◽

2018 ◽

Vol 8 (1) ◽

pp. 37-44

Author(s):

Ni Wayan Suardiati Putri ◽

Ni Kadek Suryati

Keyword(s):

Mastery Learning ◽

Inquiry Learning ◽

Qualitative Approach ◽

Learning Activities ◽

Vector Analysis ◽

Percentage Increase ◽

Guided Inquiry ◽

Average Value ◽

Guided Learning ◽

Kurt Lewin

This study aims to determine the increase in activity and achievement of students of class H, mathematics course 1 in STMIK STIKOM Indonesia through the implementation of inquiry learning guided learning vector analysis. This research uses a qualitative approach, this kind of research is Classroom Action Research by model Kurt Lewin. The subjects of this study are the students of class H Mathematical subject 1 in STMIK STIKOM Indonesia as many as 29 students. Based on these results, it can be concluded that the application of guided inquiry learning can improve the activity and learning achievement of vector analysis. This is indicated by the increase in the percentage of student learning activities from the first cycle to the second cycle of 25.56% and the percentage increase in the average value of students, mastery learning, absorption from pre-cycle to the first cycle respectively 9.18% 13.33%, and 9.18%, and the percentage increase of the average value of students, learning mastery, and absorption from cycle I to cycle II were 12.69%, 41.19% and 12.69% .

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PERAN GUIDED INQUIRY DALAM PEMAHAMAN KONSEP SISWA KELAS VIII PADA PEMBELAJARAN TEOREMA PYTHAGORAS

Journal of Honai Math ◽

10.30862/jhm.v3i2.117 ◽

2020 ◽

Vol 3 (2) ◽

pp. 111-122

Author(s):

Hanifah Oktinasari ◽

Rully Charitas Indra Prahmana

Keyword(s):

Learning Outcomes ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Pythagorean Theorem ◽

Guided Inquiry ◽

Average Value ◽

Class Viii ◽

Using Data ◽

Mastery Criteria

This study aims to determine the role of Guided Inquiry in understanding students' concepts in learning the Pythagorean theorem, through student worksheet-based guided inquiry learning models. This study uses descriptive qualitative research methods, which were carried out in class VIII D at SMP Muhammadiyah 1 Gamping. Data collection techniques used were documentation, observation, and written tests. Data obtained in this study were analyzed using data triangulation techniques. The results showed that the Guided Inquiry had a role in helping students to understand the concept of the Pythagorean theorem formula, through several stages of learning. In learning that uses guided inquiry, students can understand the Pythagorean theorem formula by finding it on their own and being facilitated by the teacher. Also, student learning outcomes indicate that the average value obtained by students is above the Minimum Mastery Criteria score for mathematics subjects of 65.

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