The Effect of Self-Assessment with Inquiry Learning Model to Self-Efficacy and Physics Learning Outcomes

Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika siswa dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Jenis penelitian ini adalah penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 9 Yogyakarta pada semester genap tahun ajaran 2014/2015 yaitu 192 siswa. Sampel dipilih sebanyak dua kelas dengan menggunakan teknik cluster randomized sampling yaitu 64 siswa. Aspek keterampilan proses sains yang diteliti yaitu pengamatan, pelaksanaan penelitian, pengkomunikasian, peramalan dan penyimpulan. Teknik analisis data yang digunakan adalah uji MANCOVA dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan hasil belajar fisika aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika pada siswa kelas X di SMA Negeri 9 Yogyakarta dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen.Kata Kunci: model pembelajaran inkuiri terbimbing, metode eksperimen, keterampilan proses sains, hasil belajar aspek kognitif. The Physics Learning with Experimental Methods to Increase Cognitive Aspects of Learning Outcomes and Science Process Skills AbstractThis study aims to investigate whether there is an increase of the cognitive aspects of learning outcomes and science process skills in terms of the first physics ablility with guided inquiry learning model through the experimental method. This type of research is quasi experimental research. The study population was all students of class X in SMA N 9 Yogyakarta in the second semester of 2014/2015 academic year as many as 192 students. The samples were as many as two classes using cluster randomized sampling technique were 64 students. The aspects of the science process skills were constructing observations, conducting research, communicating, predicting and making inferences. The data were analyzed using MANCOVA with the significance level of 0.05. The results of the study show that there is a significant increase of the cognitive aspect of physics learning outcomes and science process skills in terms of the firts physics ability of the class X students in SMA N 9 Yogyakarta with guided inquiry learning model through the experimental methods.Keywords: guided inquiry learning model, experimental method, science process skills, cognitive aspects of learning outcomes

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PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v4i2.113 ◽

2018 ◽

Vol 4 (2) ◽

Cited By ~ 1

Author(s):

Lia Nurmayani ◽

Aris Doyan ◽

Prapti Sedijani

Keyword(s):

Learning Outcomes ◽

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

Choice Test ◽

Guided Inquiry ◽

Model Learning ◽

Physics Learning ◽

Purposive Sampling ◽

Quasi Experiment

Abstrak - Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar fisika peserta didik. Jenis penelitian ini adalah quasi experiment dengan desain penelitian kelompok non-ekuivalen. Pengambilan sampel menggunakan teknik purposive sampling, sehingga diperoleh kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 2 sebagai kelas kontrol di SMAN 6 Mataram. Instrumen penelitian berupa tes pilihan ganda sebanyak 30 soal yang telah diuji validitas, reliabilitas, taraf kesukaran, dan daya beda soal. Data hasil belajar kedua kelas tersebut terdistribusi normal dan homogen. Data dianalisis dengan uji Manova. Hasil analisis data menghasilkan signifikansi . Jika ditentukan taraf signifikansi sebesar 0,05 maka 0,016<0,05. Berdasarkan fakta tersebut dapat disimpulkan bahwa ada pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar fisika peserta didik.Kata kunci: model pembelajaran inkuiri terbimbing, hasil belajar.Abstract - The purpose of this study is determine the effect of guided inquiry learning model toward physics learning outcomes of students. This type of research is quasi experiment with non-equivalent group design. Sampling using purposive sampling technique, so that obtained class XI MIA 1 as experiment class and class XI MIA 2 as control class. The research instrument is a multiple choice test of 30 questions that have been tested for validity, reliability, level of difficulty, and different power of problems. The learning data of the two classes is normally distributed. Based on the homogeneity data obtained both homogenous. Data were analyzed by Manova test. Result of data analysis show significance 0,016. If determined the level of significance 0,05 then 0,016<0,05. Based on these facts it can be concluded that there is influence of guided inquiry learning model toward physics learning outcome of students. Keywords: guided inquiry learning model, learning outcomes.

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IMPROVEMENT OF SELF EFFICACY AND STUDENT LEARNING OUTCOMES USING ARGUMENT DRIVEN INQUIRY LEARNING MODEL

JURNAL PENDIDIKAN SAINS (JPS) ◽

10.26714/jps.8.2.2020.133-138 ◽

2020 ◽

Vol 8 (2) ◽

pp. 133

Author(s):

Choirun Nikmah ◽

Tukiran Tukiran ◽

Harun Nasrudin

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Self Efficacy ◽

Teaching Method ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

The Self ◽

Average Increase ◽

Three Stages

This research aimed to to improve self efficacy and student learning outcomes on electrolyte and non electrolyte and non-electrolyte material using Argument Driven Inquiry (ADI) learning model. The test was applied to the 34 students of grade X-6 in Senior high school 7 of Surabaya. Development model of this teaching method used the three stages 4D model from Thiagarajan (define, design, develop). The application stage in the class used pre-experimental, pretest – posttest design. The evaluation used the self efficacy questionnaire, motivation questionnaire and pretest –posttest problems. The result found that the increase of average students’ self efficacy was 0.6 and the average increase of motivation was 0.6. In other way, the average increase of learning result was 0.7 in high category. Based on the data analysis using ADI learning model can improve self efficacy and student learning outcomes.

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Studi Meta-Analisis Model Pembelajaran Inquiry Terbimbing dalam Pembelajaran Fisika

Navigation Physics : Journal of Physics Education ◽

10.30998/npjpe.v2i2.485 ◽

2020 ◽

Vol 2 (2) ◽

pp. 69-73

Author(s):

Nurhasanah Nurhasanah ◽

Dasmo Dasmo

Keyword(s):

Learning Outcomes ◽

Effect Size ◽

Meta Analysis ◽

Inquiry Learning ◽

Learning Model ◽

Control Group ◽

Guided Inquiry ◽

Electronic Journals ◽

Physics Learning ◽

Descriptive Method

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

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Pengaruh Model Pembelajaran Inkuiri Terstruktur dengan Pendekatan Saintifik Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Fisika Siswa

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v1i3.261 ◽

2017 ◽

Vol 1 (3) ◽

pp. 210 ◽

Cited By ~ 1

Author(s):

Lia Saptini Handriani ◽

Ahmad Harjono ◽

Aris Doyan

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Hypothesis Test ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Physics Learning ◽

Scientific Approach

This study aims to determine the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and physics learning outcomes of class X in SMAN 1 Gerung in academic year 2014/2015. The study uses a quasi experiment with design untreated control group design with pretest and posttest. The sample was selected by clauster random sampling and obtained class X-3 as the experiment class using structured inquiry learning model with scientific approach and class X-6 as the control class using expository learning model. Data post-test were tested for normality, homogeneity, and hypothesis test. Hypothesis test using t-test polled variance with 5% of significance level. The results of the study were obtained: (1) there was the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and (2) there was the effect of structured inquiry learning model with scientific approach on student’s physics learning outcomes This indicates that the structured inquiry learning model with scientific approach is better than the expository learning model. Expected to do further research on structured inquiry learning model with scientific approach that measure the other of higher order thinking skills.

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Pengaruh Model Pembelajaran Inkuiri Dengan Metode Eksperimen Terhadap Hasil Belajar Fisika Siswa SMAN 1 Gunungsari Tahun Ajaran 2016/2017

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v5i2.1171 ◽

2019 ◽

Vol 5 (2) ◽

pp. 335

Author(s):

Sumarni Sahrudin ◽

Wahyudi Wahyudi ◽

Hikmawati Hikmawati

Keyword(s):

Learning Outcomes ◽

Inquiry Learning ◽

Sampling Technique ◽

Learning Model ◽

T Test ◽

Cognitive Domain ◽

Control Group ◽

Control Group Design ◽

Physics Learning ◽

Academic Year

This research aims to determine the effect of inquiry learning model with experimental methods towards the result of physics learning of students SMAN 1 Gunungsari academic year 2016/2017. This type of research is a quasi experimental research with pretest-postest control group design. Sampling was done using purposive sampling technique. The results of this research are learning outcomes in the cognitive domain while for the affective domain, and psychomotor as supporting data. The instrument used to measure the learning outcomes in the cognitive domain is an objective test that firstly tested the validity, reliability, differentiation, and degree of difficulty. The average grade of the experimental class's learning result is 68.06 and the control class is 56.25. The result of prerequisite analysis test shows that post test data are normal and homogeneous distributed so that statistic test used is parametric statistic t-test polled varians with t test criterion, and obtained t count equal to 3,95 and t table equal to 2.00 at 5% significant level. Therefore t count is bigger than t table then Ho is rejected and Ha accepted, so there is influence of inquiry learning model with experiment method towards the result of physics learning of students SMAN 1 Gunungsari academic year 2016/2017.

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Effectiveness of Guided Inquiry Learning Models Viewed From Physics Learning Achievements

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v9i2.8630 ◽

2021 ◽

Vol 9 (2) ◽

pp. 135

Author(s):

Syamsudin Amir ◽

Dewi Hikmah Marisda

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Guided Inquiry ◽

Learning Achievement ◽

Physics Learning ◽

Post Test ◽

Quantitative Descriptive

This study aimed to analyze the improvement in physics learning outcomes of XI MIA State Madrasah Aliyah 2 students in East Flores after being taught using the Guided Inquiry Learning model. The type of research was a pre-experimental design with one group Pretest – Post-test. The sample in this study was saturated, namely all students of class XI MIA MAN 2 Flores. The research instrument used was a learning achievement test consisting of 30 items in multiple-choice, validated by two experts. The data obtained was then analyzed in a quantitative descriptive manner for the increased learning achievement using the N-gain test. The results showed an increase in student learning achievement, as seen from the acquisition of physics learning outcomes after the guided inquiry learning was applied. Based on the N-gain value, students’ physics learning achievement was in the medium category. Also, the acquisition of student learning outcomes has increased after the guided inquiry learning model was applied--The results of this study expected to be one of the solutions in learning physics.

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EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v3i2.3175 ◽

2014 ◽

Vol 3 (2) ◽

pp. 53

Author(s):

Vika Andini

Keyword(s):

Learning Outcomes ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Motivation ◽

Motivation To Learn ◽

Learning Models ◽

Physics Learning ◽

Conventional Models ◽

Better Than

This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.

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