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 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 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 Penerapan Model Pembelajaran Inkuiri Berbantuan Media Konkret Untuk Meningkatkan Hasil Belajar Muatan Pelajaran Matematika

2018 ◽  
Vol 2 (4) ◽  
pp. 295
Author(s):  
N. P. Sefnita Eka Sutarti ◽  
I M Citra Wibawa
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
Test Method ◽  
Third Grade ◽  
Average Score ◽  
Student Activity ◽  
The Third ◽  
Academic Year

This study aims to know the improvement of mathematics learning outcomes by applying the concrete media-based inquiry learning model in the third grade students of SD N 4 Kaliuntu in the academic year 2017/2018. This type of research was Classroom Action Research (PTK) which was implemented in two cycles. The subjects of this study were 39 students in the third grade of SD N 4 Kaliuntu in the academic year of 2017/2018. The objects of this research were the concrete media-based inquiry learning model and the learning result of Mathematics. The data in this study were collected by the test method. Data were analyzed by quantitative and qualitative analysis method. The results showed that there was an increase on the students' mathematics learning outcomes. Based on the observation result, the average value of teacher activity was 23 with good category and the average score of student activity was 51 with enough category in cycle I and there was improvement in cycle II with the average of teacher activity iof 27,5 with very category good and average student activity score of 78,5 with very good category. In addition, based on data analysis, the average percentage of students' learning achievement in cycle I was 66,67% (medium category), increasing to 85% (high category) in cycle II. Based on the results of this study, it can be concluded that the implementation of inquiry learning model in concrete media can improve the learning outcomes of Mathematics students of third grade in SD N 4 Kaliuntu in the academic year of 2017/2018.

scholarly journals The Effect of Snowball Throwing Cooperative Learning Model on Student Learning Outcomes

2021 ◽  
Vol 13 (3) ◽  
pp. 1995-2002
Author(s):  
Siti Irawahyuni ◽  
Pratiwi Pujiastuti ◽  
Aninditya Sri Nugraheni
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Learning Model ◽  
T Test ◽  
Average Score ◽  
Primary School Students ◽  
School Students ◽  
Homogeneity Of Variance

Snowball Throwing-style cooperative learning has been shown to impact primary school students' academic performance positively. This type of research is quasi-experimental. Documentation and testing methods are used to collect data. Before hypothesis testing using t-tests, the data analysis technique used descriptive analysis and prerequisite analysis tests such as initial ability, normality and homogeneity of variance tests. According to the findings, Indonesian subjects taught using the cooperative learning model of the snowball throwing type had an average score of 19,750, and those taught using the expository learning model had an average score of 17,578. The t-test yielded tcount = 3.114 and ttable = 2.026 as the final results. This means that Indonesian primary school students learn differently in classes taught using the snowball-throwing cooperative learning model and classes taught using expository learning models, according to the t-test results. Snowball Throwing type cooperative learning is more influential than expository learning on Indonesian for elementary school subject learning outcomes according to the results of t-tests.

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.

scholarly journals Improving Mathematics Cognitive Learning Outcomes Through the Application of Bandicam Video to Class X Senior High School Students in Kampar Regency

2021 ◽  
Vol 5 (4) ◽  
pp. 665
Author(s):  
Yeyen Vioskha ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
High School Students ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Survey Methods ◽  
Mathematics Learning ◽  
Cognitive Learning ◽  
Average Score ◽  
Research Subjects ◽  
School Students ◽  
Cognitive Learning Outcomes

This research was motivated by the learning outcomes of SMAN 5 Tapung students who were under the target (KKM). This research was to intend providing the solutions by applying Bandicam videos in the learning. The purpose of this study was to improve student learning outcomes on trigonometric comparison material in right triangles using Bandicam video media in class X Mia SMAN 5 Tapung. This study used a quantitative approach with interview observation steps, survey methods and blended learning methods. The research subjects were students of class X MIA SMAN 5 Tapung and the object of this study was the use of videos recorded with the Bandicam application to improve cognitive mathematics learning outcomes. Data collection techniques used tests, observations, and documentation, while data analysis techniques used qualitative descriptive data analysis methods. The average score obtained by students at the end of the first cycle was 67.6 with the number of students who reached the KKM as many as 32 students (43.7%), then at the end of the second cycle the average value of students increased to 77.4 and as many as 32 students scored reaching the KKM (87.5%). By increasing the KKM results obtained after learning using Bandicam video media, the cognitive learning outcomes of students are increased.

scholarly journals The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students

2020 ◽  
Vol 8 (1) ◽  
pp. 37
Author(s):  
Intan Dwi Hastuti ◽  
Yuni Mariyati ◽  
S. Sutarto ◽  
Chairun Nasirin
Keyword(s):  
Primary School ◽  
Inquiry Learning ◽  
Learning Model ◽  
Greatest Common Divisor ◽  
Guided Inquiry ◽  
Primary School Students ◽  
School Students ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Metacognitive Ability

This study aimed at analyzing the effect of guided inquiry learning to the metacognitive ability of primary school students on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The type of study was a mixed-method using quantitative and qualitative methods. There were 55 students of 4th grade used as the subjects of study. Two learning models were compared, namely guided inquiry learning model and conventional learning model. The students’ metacognitive ability was measured by means of problem-solving test on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The quantitative analysis data used descriptive and inferential statistical tests. According to the results of data analysis, it was discovered that the t-test of sig (2-tailed) from the independent samples t-test of post-test was 0,00 (p = <0,05); this indicated that there was a significant difference on it. This showed that there was a difference of students’ metacognitive ability for both classes in solving the problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB) after the guided inquiry learning was implemented. Consequently, it can be concluded that there is a significant effect on the implementation of guided inquiry learning model to improve the students’ metacognitive ability in solving the material problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB).

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 PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA SMP BERBASIS PENDEKATAN SAINTIFIK DENGAN MODEL PEMBELAJARAN INKUIRI TERBIMBING

2017 ◽  
Vol 5 (2) ◽  
pp. 903
Author(s):  
Rohmatus Syafi’ah ◽  
Tukiran Tukiran ◽  
Fida Rachmadiarti
Keyword(s):  
Learning Outcomes ◽  
Positive Response ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Average Frequency ◽  
Learning Model ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Scientific Approach

This research aimed to describe the teaching material’s feasibility of IPA based on scientific approach with guided inquiry learning model. This research had been done in three phases, that are creating the teaching material’s, validating and doing  revision, and verifying them at learning activity in class with one group pretest-posttest design. Techniques for collecting data was conducted through questionnaires, validation, observation, and test. Techniques for analyzing data used descriptive qualitative. The result of research showed that (1) the feasibility of teaching material’s based on scientific approach with guided inquiry learning model of IPA that consist of syllabus,  lesson plan, student book, student worksheet and  the learning outcome test gained 4.89; 4.72; 4.81; 4.79; and 4.51 respectively that are categorized as valid. (2) The implementation of this lesson plan at two meetings in VII-A and VII-B class is categorized as good with average minimal scores 4.00 and got 94% in minimal percentage of agreement aspect; (3) Working in a group was the most dominant student activity at two meetings at VII-A and VII-B classes with average frequency of two meetings, observed are 19 and 10 times (VII-A class), and 18 and 10 times (VII-B class); (4) The learning outcomes that can be analyzed by calculating classical masteries at the first and second meetings on multiple choice and essay are 95.5%; 100%; 91%; 95% (VII-A class); and 91%; 86%; 91%; and 91% (VII-B class) respectively, and (5) Students gave the positive response to the learning process using teaching material’s of IPA based on scientific approach with guided inquiry model with average score to be 3.3 (VII-A class) and 3.4 (VII-B class). Based on the result of the analyzed data, it can be concluded that the teaching material’s of IPA based on scientific approach with guided inquiry model which had been developed was feasible to be used. Tujuan penelitian ini untuk mendeskripsikan kelayakan perangkat pembelajaran IPA SMP berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing. Penelitian ini dilaksanakan dalam tiga tahap, yaitu tahap mengembangkan perangkat pembelajaran, tahap validasi dan revisi, dan tahap uji coba dalam pembelajaran di kelas dengan menggunakan rancangan one group pretest-posttest design. Teknik pengumpulan data dengan angket, validasi, pengamatan, dan tes. Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa: (1) Kelayakan perangkat pembelajaran yang terdiri dari silabus, RPP, buku siswa, LKS, dan tes hasil belajar masing-masing diperoleh hasil 4,89; 4,72; 4,81; 4,79; dan 4,51 dengan kriteria valid. (2) Keterlaksanaan RPP pada dua pertemuan di kelas VII-A dan VII-B mendapatkan kriteria baik dengan skor rata-rata minimal 4,00 dan rata-rata persentase kesepakatan antara dua pengamat minimal 94%; (3) Frekuensi aktivitas siswa yang paling dominan pada dua pertemuan di kelas VII-A dan VII-B adalah bekerja dalam kelompok dengan frekuensi pengamatan rata-rata pada kedua pertemuan berturut-turut 19 dan 10 kali (kelas VII-A), dan 18 dan 10 kali (kelas VII-B) (4) Hasil belajar siswa yang dilihat dari  ketuntasan klasikal pada pertemuan pertama dan kedua pada soal PG dan uraian berturut-turut sebesar 95,5%; 100%; 91%; 95% (kelas VII-A); dan 91%; 86%; 91%; dan 91% (kelas VII-B), dan (5) Respon positif siswa terhadap pembelajaran IPA berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing dengan nilai rata-rata 3,3 (kelas VII-A) dan 3,4 (kelas VII-B). Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa perangkat pembelajaran IPA berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing yang telah dikembangkan layak untuk digunakan.

Sign in / Sign up

Export Citation Format

Share Document