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

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

PENINGKATAN PEMAHAMAN NATURE OF SCIENCE (NOS) SISWA MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING DITINJAU DARI TINGKAT EFIKASI DIRI

2020 ◽  
Vol 2 (2) ◽  
pp. 228-250
Author(s):  
Hana Lestari
Keyword(s):  
Nature Of Science ◽  
Self Efficacy ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Learning Models ◽  
Significance Level ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

ABSTRACT This study aims to (1) know comprehensively the increase in understanding of Nature of Science (NoS) groups of students who obtain guided inquiry learning models and groups of students who receive conventional learning, (2) analyze the criteria for increasing students' NoS understanding among students with self-efficacy levels. high and low. This research is a quasi-experimental study with a 2x2 factorial design. The data analysis technique used was two-way ANOVA with a significance level of 5%. The results showed that the average increase in NOS understanding of students who were given a guided inquiry learning model of 72.6 performed better with the informed category (already knowing and understanding aspects in NOS) while students who received conventional learning were 49.67 included in the category. naïve category (not knowing and understanding aspects in NOS); (2) There is a significant difference in the improvement of students' understanding of NOS between students who get learning with guided inquiry learning models and conventional learning; (3) There is a significant difference in increasing understanding of NOS between students with high self-efficacy tendencies with low self-efficacy, and students with high self-efficacy tendencies are much better at understanding NOS than low self-efficacy; (4) There is an interaction effect between the learning model and the level of self-efficacy together on increasing students' NOS understanding; (5) There is a difference in the improvement of students' understanding of NOS in students who have a tendency towards high self-efficacy who obtain guided inquiry learning models and students who receive conventional learning (6) There are differences in the improvement of students' understanding of NOS in students who have low self-efficacy tendencies who receive guided inquiry learning models and students who receive conventional learning. Keyword:  Guided Inquiry, Self efficacy, Understanding NOS

scholarly journals THE INFLUENCE LEARNING MODEL GUIDED INQUIRY AND CREATIVITY ON HIGHER COGNITIVE

2016 ◽  
Vol 5 (2) ◽  
pp. 101 ◽  
Author(s):  
Sari Wahyuni Rozi Nasution ◽  
Nurdin Bukit ◽  
Eva M. Ginting
Keyword(s):  
Inquiry Learning ◽  
Cognitive Learning ◽  
General Linear Model ◽  
Learning Model ◽  
Research Data ◽  
Cognitive Test ◽  
Cognitive Achievement ◽  
Guided Inquiry ◽  
Significance Level ◽  
North Sumatra

The purpose of this research was to know the different between the using of guided inquiry and direct instruction learning models on creativity and students’ physic high cognitive learning result. This research was quasy experimental research by applying two group pretest-postes design with physic high cognitive test and creativity questionairres as the instruments. Data in this research was analyzed by using two ways anova. The results showed that Guided Inquiry learning model is better in improving the cognitive achievement of high student. The research data was taken from the student who is attending a physics lesson from one of the private schools in North Sumatra numbered 68 students. Test hypothesis testing using General Linear Model (GLM) univariate at significance level α = 0.05.

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

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Susilawati ◽  
Susilawati ◽  
Nyoman Sridana
Keyword(s):  
Prior Knowledge ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Science Concept ◽  
Concept Mastery ◽  
8Th Grade ◽  
Quasi Experimental

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.

Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Kepekaan Sosial Siswa Dalam Pembelajaran Ips Di MTs Negeri Lamongan

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 261-276 ◽  
Author(s):  
Kiky Chandra Silvia Anggraini
Keyword(s):  
Social Studies ◽  
Home Environment ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Inquiry Based Learning ◽  
Social Sensitivity ◽  
Data Collection Instrument ◽  
Post Test

One of the problems in school and society is the student's lack of social sensitivity to protect the school and home environment. The student's social sensitivity towards the school and home environment could be improved through the application of guided inquiry learning model.This research is quasi experiment involving control class and experimental one by using questionnaires as a data collection instrument. The process of sampling in this study is conducted through random sampling. The data were analyzed with SPSS version 16.00. Based on the results of pretest and post-test the experimental class using guided inquiry is more effective than the control one using pure inquiry to improve the student's social sensitivity. Analysis by t test was found t is amounted to 3,991 t count > t table so 3991 > 1.67. Then ho is refused and ha is accepted so that the application of guided inquiry learning model is greater than the pure inquiry-based learning model in increasing the student social sensitivity in social studies.

scholarly journals Efektivitas Model Pembelajaran Kolb dalam Meningkatkan Hasil Belajar Siswa IPS Kelas XI MA Mu’allimin NW Pancor

ISLAMIKA ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 108-122
Author(s):  
Muhamad Zaril Gapari
Keyword(s):  
Data Analysis ◽  
Everyday Life ◽  
Learning Outcomes ◽  
Learning Model ◽  
Model Learning ◽  
Accounting Information System ◽  
Significance Level ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Improving Student Learning

Learning economics is not enough to memorize the material alone, but also need to learn to solve problems on your own in everyday life. This can be achieved if the Kolb model learning is applied in classroom learning activities because Kolb learning can stimulate students' thinking higher in problem-oriented situations. Kolb learning provides opportunities for students to be able to develop observations in solving problems in everyday life. This technique can provoke an independent personality. From this fact, researchers are interested in conducting studies on the application of Kolb's learning model to the ability to solve economic problems of class XI MA students. NW Pancor. This study aims to determine the effectiveness of using the Kolb learning model on learning outcomes (IPS) Economics of class XI students on the accounting information system material of MA. Mu'allimin NW Pancor. The method used in this research is the experimental method. The research design used is by using a Quasi experimental design. The population in this study were all students of class XI MA. Mu'allimin NW Pancor, which consists of 2 classes, namely class XI. IPS.I and XI. IPS. 2. Class XI. IPS.I as the control class and XI. IPS.2 as an experimental class. While the data analysis technique uses the T test. After the data analysis was carried out, the price of tcount = 13.18 and ttable = 2.0042 at the 5% significance level with dk = 56. Because tcount> ttable (13.18> 2.0042) then H0 was rejected and Ha was accepted, which means that learning using the Kolb model is more effective than conventional learning models . Based on the results of testing the hypothesis above, it can be concluded that the use of the Kolb model is effective in improving student learning outcomes in class XI. in MA. Mu'allimin NW Pancor.

scholarly journals Kemampuan argumentasi siswa: Perbandingan model pembelajaran inkuiri terbimbing dan inkuiri terbimbing dipadu dialog Socrates

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Dewi Ekaputri Pitorini ◽  
Suciati Suciati ◽  
Joko Ariyanto
Keyword(s):  
Random Sampling ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Scientific Argumentation ◽  
Test Technique ◽  
Group Design ◽  
Class 1 ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Penelitian bertujuan untuk mengetahui ada atau tidaknya perbedaan kemampuan argumentasi ilmiah tertulis siswa melalui model pembelajaran Inkuiri Terbimbing dengan Inkuiri Terbimbing dipadu Dialog Socrates. Penelitian ini menggunakan metode quasi experimental research dengan desain penelitian posttest only with nonequivalent group design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri A Karanganyar Tahun Pelajaran 2018/2019. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Sampel dalam penelitian ini adalah kelas XI IPA 1 sebagai kelas eksperimen 1 dengan model pembelajaran Inkuiri Terbimbing dan kelas XI IPA 2 sebagai kelas eksperimen 2 dengan model pembelajaran Inkuiri Terbimbing dipadu Dialog Socrates. Teknik pengumpulan data menggunakan teknik tes dan teknik non tes. Uji hipotesis yang digunakan adalah uji t. Hasil penelitian menunjukkan bahwa nilai rata-rata argumentasi ilmiah tertulis kelas eksperimen 2 lebih tinggi yaitu 74,44 dibandingkan dengan kelas eksperimen 1 yaitu 65,99. Hasil uji t menunjukkan bahwa thitung>ttabel (4,675>1,99444), artinya terdapat perbedaan kemampuan argumentasi ilmiah tertulis siswa yang signifikan antara kelas eksperimen 1 dan kelas eksperimen 2. Simpulan penelitian ini adalah bahwa ada perbedaan kemampuan argumentasi ilmiah tertulis siswa melalui model pembelajaran Inkuiri Terbimbing dengan Inkuiri Terbimbing dipadu Dialog Socrates. Students' argumentation skills: A comparison between the guided-inquiry learning model and the Socrates dialogue-integrated guided-inquiry learning model AbstractThe research aimed to determine whether there was a difference in students’ written scientific argumentation skills through Guided Inquiry learning model and Guided Inquiry learning model integrated with Socratic Dialogue. The research was quasi-experimental research. The research design used was posttest only with nonequivalent group design. The population in this research were all students of class XI IPA of SMA Negeri A Karanganyar academic year 2018/2019. The sampling technique used in this research was cluster random sampling. The sample in this study was class XI IPA 1 as the experimental class 1 with the Guided Inquiry learning model and class XI IPA 2 as the experimental class 2 with the Guided Inquiry learning model combined with Socrates Dialogue.  The data collection technique used was test technique and non-test technique. The hypothesis test used was t-test. The results of the research showed that the average scientific written argument for the experimental class 2 was higher at 74.44 compared to the experimental class 1 at 65.99. The t-test results show that tcount>ttable (4,675> 1,99444), meaning that there were significant differences in students' written scientific argumentation skills between the experimental class 1 and the experimental class 2. The conclusion of this study was that there was a difference in students' written scientific argumentation skills through the Guided Inquiry learning model with Guided Inquiry learning model integrated with Socrates Dialogue.

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR KOMPUTER KETERAMPILAN DAN PENGELOLAAN INFORMASI (KKPI)

2020 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Astuty Sriwahyuni Tarigan ◽  
Abdul Hamid K ◽  
Efendi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
High Learning ◽  
Model Learning ◽  
Significance Level ◽  
Quasi Experimental ◽  
Drill And Practice

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui perbedaan hasil belajar KKPI siswa yang diajarkan dengan model pembelajaran tutorial dan model pembelajaran drill and practice. (2) Mengetahui perbedaan hasil belajar KKPI siswa dengan motivasi belajar tinggi dan motivasi belajar rendah. (3) Mengetahui interaksi antara model pembelajaran dengan motivasi belajar siswa terhadap hasil belajar KKPI. Penelitian ini merupakan penelitian kuasi eksperimen. Hasil analisis data diperoleh; (1) hasil belajar KKPI siswa yang dibelajarkan dengan media pembelajaran drill and practice lebih tinggi daripada hasil belajar KKPI siswa yang dibelajarkan dengan model pembelajaran tutorial. Hal ini ditunjukkan Fhitung = 114,59 dan Ftabel = 4,01 untuk taraf signifikansi ∝=0.05 dengan derajat dk (1,56). (2) hasil belajar KKPI siswa yang memiliki motivasi belajar tinggi lebih tinggi daripada hasil belajar KKPI siswa dengan motivasi belajar rendah. Hal ini ditunjukkan Fhitung = 167,04 dan Ftabel = 4,01 untuk taraf signifikansi ∝=0.05 dengan derajat dk (1.56), dan (3) terdapat interaksi antara model pembelajaran dan motivasi belajar siswa dalam mempengaruhi hasil belajar KKPI. Hal ini ditunjukkan Fhitung = 16,82 dan Ftabel = 4,01 untuk taraf signifikansi ∝=0.05 dengan derajat dk (1,56). Hasil penelitian menunjukkan bahwa untuk meningkatkan hasil belajar KKPI, model pembelajaran drill and practice tepat digunakan bagi siswa yang memiliki motivasi belajar tinggi. Siswa yang memiliki motivasi belajar rendah lebih efektif dibelajarkan dengan model pembelajaran tutorial. Kata Kunci: Model Pembelajaran, Motivasi Belajar, Hasil Belajar KKPI  Abstract: This study aims to: (1) Know the differences in KKPI learning outcomes of students taught with tutorial learning models and drill and practice learning models. (2) Knowing the differences in learning outcomes of KKPI students with high learning motivation and low learning motivation. (3) Determine the interaction between the learning model and student learning motivation towards KKPI learning outcomes. This research is a quasi-experimental research. The results of data analysis are obtained; (1) KKPI learning outcomes of students taught with drill and practice learning media are higher than KKPI learning outcomes of students who are taught with tutorial learning models. This is indicated by Fcount = 114.59 and Ftable = 4.01 for the significance level ∝ = 0.05 with degrees dk (1.56). (2) KKPI learning outcomes of students who have high learning motivation are higher than KKPI learning outcomes of students with low learning motivation. This is indicated by Fcount = 167.04 and Ftable = 4.01 for the significance level ∝ = 0.05 with degrees dk (1.56), and (3) there is an interaction between learning models and student motivation in influencing KKPI learning outcomes. This is indicated by Fcount = 16.82 and Ftable = 4.01 for the significance level ∝ = 0.05 with degrees dk (1.56). The results showed that to improve KKPI learning outcomes, the drill and practice learning model is appropriate for students who have high learning motivation. Students who have low learning motivation are more effectively taught with a tutorial learning model. Keywords: Learning Model, Learning Motivation, KKPI Learning Outcomes

scholarly journals Developing Ability To Use Scientific Method Through Guided Inquiry Learning Model

BIOEDUSCIENCE ◽  
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.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING BERBASIS MEDIA INTERAKTIF DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 6 (1) ◽  
pp. 26
Author(s):  
Catur Ayu Wulandari ◽  
Efendi Napitupulu ◽  
Keysar Panjaitan
Keyword(s):  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Religious Education ◽  
Learning Model ◽  
Education Students ◽  
Model Learning ◽  
Significance Level ◽  
A Value ◽  
Match Model ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui : (1) Apakah  hasil belajar pendidikan agama Islam siswa yang dibelajarkan dengan model jigsaw lebih tinggi daripada hasil belajar pendidikan agama Islam yang menggunakan model make and  match, (2) Apakah hasil belajar pendidikan agama Islam siswa yang  memiliki komunikasi interpersional tinggi lebih tinggi daripada hasil belajar pendidikan agama Islam yang memiliki komunikasi interpersional rendah, (3) Apakah terdapat interaksi antara model pembelajaran dan komunikasi interpersonal terhadap hasil belajar pendidikan agama Islam siswa. Penelitian ini dilakukan pada siswa SD Negeri 013849 dan siswa SD Negeri 018453 Siumbut-Umbut kelas V. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisa yang digunakan adalah analis varians dua jalur dengan taraf signifikan α = 5% dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan (1) hasil belajar Pendidikan agama Islam siswa yang ajar dengan  model  pembelajaran Jigsaw lebih tinggi daripada  pembelajaran model Make and Match dengan  nilai Fhitumg > Ftabel.  dengan nilai Fhitung  12.94 > FTabel 4,00, (2) hasil belajar pendidikan agama Islam siswa yang memiliki Komunikasi Interpersonal tinggi lebih tinggi daripada hasil belajar siswa yang memiliki komunikasi interpersonal rendah dengan nilai Fhitung =  11.86 > Ftabel = 4,00, (3) terdapat interaksi antara Model Pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar pendidikan agama Islam  dengan nilai FHitung kolom – baris (interaksi) lebih besar dari Ftabel.  Fhitung =  10,39 > Ftabel = 4,00 pada taraf signifikansi 5%. Kata Kunci: model pembelajaran, komunikasi interpersonal dan hasil belajar pendidikan agama islam. Abstract: This study aims to find out: (1) Whether the learning outcomes of Islamic religious education students who are taught with a jigsaw model are higher than the learning outcomes of Islamic religious education using make and match models, (2) Are the results of Islamic religious education learning for students who have interpersional communication higher than the learning outcomes of Islamic religious education which has low interpersional communication, (3) Is there an interaction between learning models and interpersonal communication on the learning outcomes of Islamic religious education students. This research was conducted on students of SD Negeri 013849 and students of SD Negeri 018453 Siumbut-Umbut class V. The research method used was a quasi-experimental with 2 x 2 factorial. F, further testing uses the Scheffe Test. The results showed (1) the learning outcomes of Islamic Religious Education students who taught with the Jigsaw learning model were higher than the Make and Match model learning with the value of Fcount > Ftable. with a Fcount of 12.94> FTabel 4.00, (2) learning outcomes of Islamic religious education students who have high Interpersonal Communication is higher than the learning outcomes of students who have low interpersonal communication with a value of Fcount = 11.86> Ftable = 4.00, (3) there is an interaction between the Learning Model and interpersonal communication in influencing the learning outcomes of Islamic religious education with the value of Fcount column-row (interaction) is greater than Ftable. Fcount = 10.39> Ftable = 4.00 at the significance level of 5%. Keywords: learning model, interpersonal communication and learning outcomes of Islamic religious education.

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

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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