scholarly journals The Effect of Learning Strategies and Cognitive Styles on Learning Outcomes of Mathematics after Controlling Intelligence

2020 ◽  
Vol 3 (2) ◽  
pp. 1151-1163
Author(s):  
Robby Rezeki ◽  
Harun Sitompul ◽  
Julaga Situmorang
Keyword(s):  
High School ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Inquiry Learning ◽  
Senior High School ◽  
Guided Inquiry ◽  
Free Inquiry ◽  
Better Than

This study aims to determine the differences in learning outcomes of mathematics subjects between groups of students who are taught with modified inquiry learning strategies and guided inquiry that has a cognitive style after being controlled by intelligence. This research method uses quasi-experimental with 2 x 2 factorial design The research sample consisted of 80 people, each consisting of 1 (one) class of 40 students, both students of Senior High School  5 Stabat and 40 students of Senior High School  1 Stabat. Hypothesis testing results show that: (1) student learning outcomes in mathematics taught with modified inquiry free learning strategies are better than mathematics learning outcomes of students taught with guided inquiry learning strategies after controlling intelligence, (2) learning outcomes of group mathematics students who have FI cognitive style are better than the group of students who have FD cognitive style after controlling intelligence, (3) the effect of interaction between learning strategies and cognitive style on mathematics learning outcomes of students after controlling intelligence, (4) for students who have FI cognitive style obtains better learning outcomes of mathematics learning outcomes if taught with modified free inquiry learning strategies compared to if taught with guided inquiry learning strategies after controlling intelligence.

scholarly journals The Influence of Inquiry Learning Strategies and Cognitive Style on Mathematics Learning Outcomes of Grade V SD Pematangsiantar

2021 ◽  
Vol 4 (1) ◽  
pp. 174-180
Author(s):  
Junita Palupi Gultom ◽  
Julaga Situmorang ◽  
Juhana Juhana
Keyword(s):  
Cognitive Style ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Inquiry Learning ◽  
Average Score ◽  
Guided Inquiry ◽  
Primary School Students ◽  
School Students ◽  
Free Inquiry

This study aims to find out the effect of inquiry learning strategies and cognitive styles on mathematics learning outcomes in grade V SD Pematangsiantar. The research method used is the experimental method with a quasi-experimental design 2 x 2 factorial design. In this study, the samples were grouped into two groups. The two groups were used as the experimental group and the control group respectively. The data collection technique was done through pre-test and post-test to the control group and the experimental group. The results of this study indicate that the mathematics learning outcomes of primary school students who are taught with guided inquiry learning strategies are higher than those taught with free inquiry learning strategies with a mean value of 90,50. Mathematics learning outcomes of primary school students who have an independent cognitive style are higher than those who have a dependent cognitive style with an average score of 89. Mathematics learning outcomes of primary school students have an interaction between inquiry learning strategies and dependent cognitive styles with an average score of 79. The mathematics learning outcomes of the students in free inquiry class have an independent cognitive style with an average score of 87. Mathematics learning outcomes of guided inquiry class students have a dependent cognitive style (A1B2) with an average score of 87. Primary students’ mathematics learning outcomes among those taught using Free inquiry learning strategies are no better than students who are taught using guided inquiry learning strategies and Mathematics learning outcomes of primary students among those who have better independent field cognitive style with dependent learning styles

scholarly journals Perbedaan Hasil Belajar Matematika Siswa yang Diberi Umpan Balik Berupa Angka Saja Dengan Umpan Balik Berupa Angka Disertai Komentar

2017 ◽  
Author(s):  
andy sapta
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Senior High School ◽  
Average Score ◽  
Average Value ◽  
School Year ◽  
Post Test ◽  
Giving Feedback ◽  
Better Than

AbstractThis study aims to see the differences in mathematics learning outcomes of students who were given feedback in the form of numbers only with numeric feedback with comments in class XII Sains of Harapan Senior High School Medan and to find out what mathematics learning outcomes better than both. Average scores with post-test feedback in the form of numbers alone are 13.800 (average value 69) with the highest score of 19 (highest score 95) and the lowest score of 10 (the lowest value 50) for the control class, while the average score post-test by giving feedback in the form of numbers with comments is 15.025 (75.125 average value) with the highest score of 20 (highest score 100) and the lowest score of 12 (the lowest value 60) for the experimental class. This means that Ha received student achievement by providing feedback in the form of numbers with comments is better than giving feedback in the form of numbers only in class XII Sains of Harapan Senior High School Medan School Year 2011/2012.Keywords: feedback, commentsAbstrakPenelitian ini bertujuan untuk melihat perbedaan hasil belajar matematika siswa yang diberi umpan balik hanya berupa angka dengan umpan balik dengan komentar di kelas XII IPA Harapan SMA Medan dan untuk mengetahui mana hasil belajar matematika lebih baik daripada keduanya. Skor rata-rata dengan umpan balik post-test hanya berupa angka adalah 13.800 (nilai rata-rata 69) dengan skor tertinggi 19 (skor tertinggi 95) dan skor terendah 10 (nilai terendah 50) untuk kelas kontrol, sedangkan skor rata-rata post-test dengan memberikan umpan balik berupa angka dengan komentar adalah 15.025 (75.125 nilai rata-rata) dengan skor tertinggi 20 (skor tertinggi 100) dan skor terendah 12 (nilai terendah 60) untuk kelas eksperimen. Artinya, Ha diperoleh hasil belajar siswa dengan memberikan umpan balik berupa angka dengan komentar lebih baik daripada memberi umpan balik hanya berupa angka di kelas XII IPA Harapan SMA Medan Medan Tahun 2011/2012.Kata kunci: umpan balik, komentar

scholarly journals The Effect of Learning Strategy and Thinking Ability on The Students’ Learning Outcomes in Economics Subject of XI Social Students in Senior High School State 1 in Pematang Siantar

2019 ◽  
Vol 2 (4) ◽  
pp. 451-460
Author(s):  
Herna Sitorus Valentina ◽  
Eko Wahyu Nugrahadi ◽  
Kustoro Budiarta
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
High Order ◽  
Senior High School ◽  
Internet Media ◽  
State 1 ◽  
High Order Thinking

The purpose of this research is to: (1) know the comparison of economic learning outcomes of students who taught with inquiry learning strategies by using internet media and expository learning strategies using internet media, (2) know the comparison of economic learning outcomes of students who have the ability to high order thinking skills and who have the ability to low order thinking skills, and (3) know the interaction between learning strategies and thinking skills on economics subject learning outcomes. The population in this research were all students of XI Social students in Senior High School State 1 in Pematang Siantar which consisted of 4 classes. The sampling technique used a purposive sampling method so that 2 classes sample are obtained with each of 30 students. This research used an experimental method with an instrument in the form of learning outcomes tests and a questionnaire validation of economic learning outcomes test. The analysis data used 2x2 factorial Anava. The results of this research showed that: (1) the students’ learning outcomes on economics subject taught with inquiry learning strategies using internet media are higher than the economic learning outcomes of students taught with expository learning strategies using internet, (2) the results of the students’ learning outcomes who have high order thinking skills are higher than the outcomes of students who have low order thinking skills ability, and (3) there is an interaction between learning strategies and the ability to think on the learning outcomes of the economics subject. The results of the research are expected to provide information for teachers and schools in implementing learning strategies by using internet media and students' thinking abilities to improve the  students’ learning outcomes on economics subject of XI Social students.

scholarly journals PENINGKATAN HASIL BELAJAR MATEMATIKA SISWA SMA MELALUI PEMBELAJARAN GUIDED INQUIRY

2019 ◽  
Vol 3 (2) ◽  
pp. 269-274
Author(s):  
Puji Hartati
Keyword(s):  
High School ◽  
Action Research ◽  
Student Learning ◽  
Mathematics Learning ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Senior High School ◽  
Guided Inquiry ◽  
Student Learning Outcome ◽  
Classroom Action Research

AbstrakPenelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa kelas X SMA Negeri 1 Bengkulu Tengah dengan model pembelajaran quided inquiry. Peningkatan difokuskan pada materi penerapan trigonometri dalam masalah nyata. Penelitian yang dilaksanakan merupakan penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus dengan empat tahapan, yaitu: (1) perencanaan, (2) pelaksanaan, (3) pengamatan, dan (4) refleksi. Subjek penelitian adalah siswa kelas X-IBB SMA Negeri 1 Bengkulu Tengah yang berjumlah 24 orang siswa. Instrumen penelitian yang digunakan adalah instrumen tes yang mengukur kompetensi materi trigonometri. Teknik pengumpulan data dalam penelitian ini adalah menggunakan teknik observasi dan tes. Hasil penelitian menunjukkan terjadi peningkatan hasil belajar  matematika siswa.  Data pra siklus menunjukkan ketuntasan siswa sebesar  33,33% dan meningkat drastis pada siklus II yaitu mencapai 54,17%. Pada akhir siklus II ketuntasan klasikal siswa mencapai 83,33%. Peningkatan hasil belajar tersebut disebabkan adanya perbaikan proses pembelajaran yang didasarkan refleksi pada akhir siklus dengan mengacu tahapan pembelajaran quided inquiry.Kata Kunci: Quided Inquiry, Hasil Belajar, Penelitian Tindakan Kelas  Abstract The aim of this research was to improve student mathematics learning outcome of Grade X Senior High School Number 01 Central Bengkulu with guided inquiry learning model. Improving was foccuss on applying trigonometry in the real problem. This research was classroom action research (CAR). This research did in two cycles with the steps were: (1) planning, (2) acting, (3) observing, and (4) reflecting. Subject of this research was 24 students grade X-IBB Senior High School Number 01 Central Bengkulu. instrument of this research was instrument to measure trigonometry compentence. Data collection techniques in this research were observation and test. Student learning outcome showed that there was improving of student mathematics learning outcome. Pre cycle data showed that sudent classical pass 33,33% and increased dramatically in second cycle 54,17%. In the end of second cycle, student classical pass reached 83,33%. Improving of student learning outcome happened because of repairing of learning process by reflecting in the end of every cycles.Keyword : Quided Inquiry, Learning Outcome, Classroom Action Research.

scholarly journals Pengaruh Strategi Pembelajaran Inkuiri dan Kemampuan Memecahkan Masalah terhadap Keterampilan Proses Sains Mahasiswa pada Praktikum Fisiologi Tumbuhan

2017 ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Plant Physiology ◽  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The purpose of this research was to know effect of inquiry learning strategies and problem solving ability to student university science process skills on plant physiology prakticum. The research applied the quasy experiment method with a 2 x 2 factorial design. The results showed that (1) science process skills of student university who learned with modified free inquiry learning strategies are higher science process skills of student university who learned with guided inquiry learning strategies (2) There is interaction effect between strategies learning and problem solving ability to the science process skills. (3) science process skills of student university who learned with modified free inquiry learning strategies is higher than the students who learned with guided inquiry learning strategies in terms of high problem solving ability. and (4) science process skills student university learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student university.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING (GUIDED INQUIRY) BERBANTUAN LEMBAR KERJA SISWA TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA PADA MATERI KOLOID

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Fiza Sulastri ◽  
Lisa Utami ◽  
Zona Octarya
Keyword(s):  
High School ◽  
Natural Science ◽  
Creative Thinking ◽  
Inquiry Learning ◽  
Learning Model ◽  
Senior High School ◽  
Homogeneity Test ◽  
Guided Inquiry ◽  
Thinking Ability ◽  
Creative Thinking Ability

AbstractThis research was instigated by the low of students creative thinking ability at State Senior High School 1 Perhentian Raja. This research aimed at knowing the effect of implementing Guided Inquiry learning model with student workbook toward student creative thinking ability on Colloid lesson at State Senior High School 1 Perhentian Raja.  It was Quasi Experimental research.  Simple Random Sampling technique was used in this research.  The samples comprised two classes, the eleventh-grade students of Natural Science 1 that were 33 students as the Control group and the students of Natural Science 2 that were 32 studentsas the Experimental group. The techniques of collecting the data were tests in the form of homogeneity test as the preliminary data, pretest and posttest as the final data, observation, and documentation. The instrument of this research was creative thinking ability test in the form of essay with the indicators of fluency, flexibility, originality, and elaboration. The pretest and posttest data were analyzed by using t test at 5% significant level.  The research findings showed that there was a significant effect of implementing Guided Inquiry learning model with student workbook toward student creative thinking ability on Colloid lesson that t was 4.268 and the score of Sig. (2-tailed) was 0.00.  The coefficient of effect was 22%. Keywords: Guided Inquiry Learning Model, Student Workbook Guided Inquiry Based, Creative Thinking Ability, Colloid

scholarly journals PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN KEMAMPUAN MEMECAHKAN MASALAH TERHADAP KETERAMPILAN PROSES SAINS MAHASISWA PADA PRAKTIKUM FISIOLOGI TUMBUHAN

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Science Students ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The objective of the research is to study the effect of inquiry learning strategies and problem solving to University Science Students Process Skills on Plant Physiology Prakticum. The study applied the quasy experiment method with a 2x2 factorial design and using 74 students as samples. The results showed that (1) science process skills of  student who learned with modified free inquiry learning strategies have higher science process skills than student who learned with guided inquiry learning strategies; (2) there is interaction effect between strategies learning and problem solving ability to the science process skills; (3) science process skills of student who learned with modified free inquiry learning strategies is higher than students who learned with guided inquiry learning strategies in terms of high problem solving ability; and (4) science process skills of students learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student.

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