scholarly journals Pengaruh Penggunaan Media Animasi melalui Model Pembelajaran Inkuiri Terbimbing Terhadap Motivasi dan Hasil Belajar Siswa Kelas VII SMPN 30 Makassar (Studi pada Materi Pokok Karakteristik Zat)

2017 ◽  
Vol 18 (2) ◽  
pp. 80
Author(s):  
Reni Appang Allo ◽  
Sugiarti Sugiarti ◽  
Pince Salempa
Keyword(s):  
Student Achievement ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Control Design ◽  
Learning Model ◽  
T Test ◽  
Learning Motivation ◽  
Guided Inquiry ◽  
Learning Models ◽  
Independent Variable

ABSTRAKTujuan Penelitian ini untuk mengetahui pengaruh positif penggunaan media animasi melalui model pembelajaran inkuiri terbimbing terhadap motivasi dan hasil belajar siswa kelas VII SMPN 30 Makassar pada materi pokok karakteristik zat. Penelitian quasi eksperiment ini menggunakan desain pretest-posstest only control design. Populasi penelitian ini adalah siswa kelas VII SMPN 30 Makassar yang berjumlah 296 siswa. Variabel bebas dalam penelitian ini adalah pembelajaran menggunakan media animasi melalui model pembelajaran inkuiri terbimbing di kelas eksperimen dan model pembelajaran inkuiri terbimbing tanpa menggunakan media animasi di kelas kontrol serta variabel terikatnya adalah motivasi dan hasil belajar siswa.Instrumen pengumpulan data hasil belajar adalah tes dan instrumen pengumpulan data motivasi belajar adalah angket . Pengujian hipotesis yang dilakukan dengan uji-t menghasilkan t(hitung)> t(tabel) = 10,06 >1,667 pada α ═ 0,05 untuk motivasi belajar sedangkan t(hitung)> t(tabel) = 1,722>1,667 pada α ═ 0,05 untuk hasil belajar. Hasil uji-t membuktikan bahwa penggunaan media animasi melalui model pembelajaran inkuiri terbimbing berpengaruh positif terhadap motivasi dan hasil belajar siswa kelas VII SMPN 30 Makassar studi pada materi pokok karakteristik zat.Kata kunci: Media animasi, Inkuiri terbimbing, Motivasi, Hasil belajar, Karakteristik zat. ABSTRACTThe Purpose of this study  to determine the possitive effect of using media animation trough guided inquiry learning model on learning motivation and student achievement at class VII SMPN 30 Makassar on subject matter characteristic substance.This quasy experimental research using pretest-posstest only control design. The population was class VII of SMPN 30 Makassar which consists of 296 student.The independent variable in this study was using media animation throughguidedinquiry learning model at experiment class and guided inquiry learning models without the use of media animation in control class, the dependent variable was motivation and student achievement. The instrument for data collection for student achievement was a test and the instrument for learning motivation was a questionnaire.The hypothesis test using t-test shows that tcalculate> ttable= 10,06>1,667 on α ═ 0,05 for the motivation and the hypothesis test using t-test shows that tcalculate> ttable= 1,722>1,670on α ═ 0,05 for students learning.T-test results prove that using media animation in guided inquiry learning models givespositiveeffected to toward motivation and student achievement of class VII SMPN 30 Makassar on characteristicsubstances subject matter.Keywords: Media animations, Guided inquiry, Motivation, Student achievement, Characteristics of substances

scholarly journals COMPARASION OF THE ANALYTICAL THINKING ABILITY IN THE SIMPLE MACHINE MATERIAL BETWEEN GUIDED INQUIRY LEARNING MODEL AND STUDENT TEAM ACHIEVEMENT STUDENT DIVISION (STAD) OF PRIMARY SCHOOL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Annis Maulia Fatimahtuzzahroh ◽  
Peduk Rintayati ◽  
Idam Ragil Widianto Atmojo
Keyword(s):  
Primary School ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Homogeneity Test ◽  
Guided Inquiry ◽  
Machine Material ◽  
Analytical Thinking ◽  
Thinking Ability

<em><span>The study was </span></em><em><span>aims to determine the differences between the analytical thinking ability of student that taught by Guided Inquiry learning model within the analytical thinking ability of student that taught by STAD learning model. The study used pre experimental type of quantitative approach with One Group Pretest-Posttest Research Group Design. The samples were taken by </span><span lang="IN">purposive </span><span>sampling with a 5<sup>th </sup>grade students at Soropadan primary school as experimental 1 and a 5<sup>th </sup>grade students Karangasem III primary school as experimental 2. The data were collecting technique by doing test. The instrument was tested using factor analysis. The data were analyzed using descriptive analysis and statistical parametric consisted of prerequisite test (normality and homogeneity test), hypothesis test (T-test) and N-gain score. Based on the results of t-test analysis at significance level α = 0.05, showed that t<sub>obtained</sub> (2.604) &gt; t<sub>table</sub> (1.99). It can be concluded that there is difference between the analytical thinking ability of student that taught by Guided Inquiry learning model and taught by STAD </span></em>

scholarly journals Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills

2021 ◽  
Vol 14 (1) ◽  
pp. 53-68
Author(s):  
Rita Saekawati ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Paired Sample ◽  
Model Based

This research aims to examine the effectiveness guided inquiry learning model based on blended learning on reaction rate material to improve students' critical thinking skills. The design in this research is the One Group Pretest and Posttest Design. The subjects in this research were students of SMAN 1 Kalitidu Bojonegoro in class XI IPA 1. The method used to collect data was the test, observation, and student response questionnaires. Data analysis used the percentage, mean, N-Gain, and Paired sample t-test. The results showed that the guided inquiry learning model based on blended learning was carried out well with an average percentage of the implementation of phase 1 was 98%, phase 2 was 93.76%, phase 3 was 100%, phase 4 was 93.75%, phase 5 was 100%. The average score of the N-gain critical thinking skills is 0.73 with the high category. There is a significant difference in the results of critical thinking skills between before and after being given a guided inquiry learning model based on blended learning. The results showed the guided inquiry learning model based on blended learning effectively improving students' critical thinking skills. Efektivitas Inkuiri Terbimbing Berbasis Blended Learning dalam Meningkatkan Keterampilan Berpikir KritisPenelitian ini bertujuan untuk menguji keefektifan model pembelajaran inkuiri terbimbing berbasis blended learning pada materi laju reaksi dalam meningkatkan keterampilan berpikir kritis peserta didik. Design pada penelitian ini adalah One Group Pretest and Posttest Design. Sasaran dalam penelitian ini yaitu peserta didik XI IPA 1 SMA Negeri 1 Kalitidu Bojonegoro. Metode pengumpulan data yang digunakan berupa tes, observasi dan angket respon. Analisis data menggunakan teknik persentase, mean, n-gain, dan uji Paired Sample T-test. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 98%, fase 2 sebesar 93,76%, fase 3 sebesar 100%, fase 4 sebesar 93,75%, fase 5 sebesar 100%. Nilai rata-rata N-gain kemampuan berpikir kritis adalah sebesar 0,73 dengan kategori tinggi. Terdapat perbedaan hasil keterampilan berpikir kritis yang signifikan antara sebelum dan sesudah diberikan model pembelajaran inkuiri terbimbing berbasis blended learning. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan berpikir kritis peserta didik.

scholarly journals The Differences of Mathematics Learning Outcomes between Think Pair Share (TPS) and Number Heads Together (NHT)

2018 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Arie Purwa Kusuma ◽  
Maskuroh Maskuroh
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
Experimental Group

The low learning outcomes of mathematics are not appropriate thought of learning models in the classroom. Therefore, the NHT and TPS learning models can be applied to improve the learning of outcomes of the student. This study aims to determine the differences in learning outcomes using the NHT learning model with the TPS learning model. The sampling technique is used as a random sampling cluster with 2 groups of experiments for the first experimental group  (classroom view of TPS model) and the second experimental group (classes of NHT modeling). The instrument of this research uses the test of mathematics learning result. The hypothesis test is used  T-Test. The conclusion of research that are differences in the outcomes of the two learning models (NHT and TPS) on learning outcomes, based on the marginal mean of the TPS learning model is better learning outcomes than the NHT learning model. 

scholarly journals PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR MATA KULIAH PENGEMBANGAN MEDIA DAN SUMBER BELAJAR

2020 ◽  
Vol 4 (1) ◽  
pp. 31-43
Author(s):  
Muhammad Isnaini ◽  
Nadiroh Nadiroh ◽  
Moch. Sukardjo
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Homogeneity Test ◽  
Education Student ◽  
Learning Material ◽  
Guided Inquiry ◽  
Learning Models ◽  
Media Development

This study aimed to determine the differences in learning outcomes of media development courses and learning material between groups of students who are taught using guided inquiry learning models compared to groups of students who are taught using discovery learning models. Research approaches conducted by researchers using quantitative descriptive methods. The object of research conducted on students in the media development and learning material subject in the one of Study Program at UIN Raden Fatah Palembang. Analysis of the data and formulas used to test hypotheses using t-test which first performed an analysis of the normality of the data, a homogeneity. Based on the measurement results of the Islamic Education student learning outcomes, the researcher can conclude that the discovery learning and guided inquiry learning model influences of learning outcomes. The data analysis and formula used were normality test, homogeneity test and then hypothesis testing. Based on the results of the measurement of learning outcomes, the researcher can conclude that there are differences in learning outcomes using the discovery learning model and the inquiry learning model in the course of media development and learning resources. This is shown from the calculation results, namely the significance value which is below 0.05, which is equal to 0.000. It is hoped that other researchers can develop other studies that focus on other thinking skills such as critical thinking.

scholarly journals PENGGUNAAN MODEL PEMBELAJARAN INQUIRI TERBIMBING TERHADAP HASIL BELAJAR SISWA PADA KONSEP SISTEM EKSKRESI PADA MANUSIA DI SMP NEGERI 2 KOTA BANDA ACEH

2019 ◽  
Vol 5 (1) ◽  
pp. 29-39
Author(s):  
Nulena Andalia ◽  
Armi Armi ◽  
Nurul Akmal ◽  
Muhammad Ridhwan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Test Reliability ◽  
Homogeneity Test ◽  
Guided Inquiry ◽  
Banda Aceh

This study aims to find out the use of the Guided Inquiry learning model in improving student learning outcomes on the concept of excretion systems in humans in Banda Aceh City 2 Middle School. Data processing method is done by validity test, reliability test, normality test, homogeneity test and followed by t-test. The results of the study show that there is a difference between the application of a guided inquiry model and conventional methods towards student learning outcomes in the concept of excretion systems in humans. The acquisition of the difference value (gain) in the experimental class is 14.24 with an N-gain value of 0.44 and the control class is 5.42 with an N-gain value of 0.27. The results of the t-test obtained by the value of tcount of 2.14 and t table 1.68023 so that t-count> t-table. the average activity of students during learning has been done well, where activities carried out by students in the category of less (7.14%), good category (57.14%) and in the category is very good (35.72%). So the results of this study can be concluded that the application of the guided inquiry learning model influences the improvement of student learning outcomes in the concept of excretion systems in humans in class VIII of SMP Negeri 2 Kota Banda Aceh.

scholarly journals Model Pembelajaran Inkuiri Terbimbing dan Pengaruhya terhadap Keterampilan Proses Sains Siswa (Guided Inquiry Learning Model and Its Effect on Student Science Process Skills)

2019 ◽  
Vol 2 (2) ◽  
pp. 101
Author(s):  
Mega Fauziyah Adirahayu ◽  
Fitria Eka Wulandari
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Test Method ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Science Process Skills ◽  
Equivalent Control

The purpose of this study is to find out whether there is an influence of the learning model Guided inquiry on the learning outcomes of science process skills of students at SMP Negeri 2 Wonoayu. The design of this study is the non-equivalent control group design. The samples used in this study were 2 classes with sampling techniques. Where from the two classes, one class is used as the experimental class, which is given treatment by using the guided inquiry learning model, while the next class is used as the control class by using the learning model that is usually used in the class. The research instrument used was a matter of science process skills with data collection techniques using the test method in the form of pre-test and post-test questions. Data analysis techniques are carried out using the "t" test. From the "t" test, the results show that there is a significant influence between the guided inquiry learning model on science process skills.

scholarly journals Pemahaman Konsep Siswa Kelas IV melalui Pembelajaran Inkuiri Terbimbing tentang Materi Sifat-Sifat Cahaya

2019 ◽  
Vol 4 (9) ◽  
pp. 1145
Author(s):  
Verdiana Somi Koten ◽  
Suharti Suharti ◽  
Sutopo Sutopo
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Learning Models ◽  
Science Concepts

<p class="Abstrak"><strong>Abstract:</strong> This study aims to examine the effect of guided inquiry learning models on the understanding concepts of students. This research was conducted at SDK Sta. Maria Assumpta Kupang, NTT. The understanding concepts of the students about the properties of light is measured using multiple choices the questions. The results of the study show that understanding students' science concepts can be improved by using a guided inquiry learning model.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meneliti pengaruh model pembelajaran inkuiri terbimbing terhadap pemahaman konsep siswa. Penelitian ini dilakukan di SDK Sta. Maria Assumpta Kupang, NTT. Pemahaman konsep siswa tentang cahaya diukur menggunakan soal tes berbentuk pilihan ganda. Hasil penelitian menunjukkan bahwa pemahaman konsep IPA siswa meningkat dengan menggunakan model pembelajaran inkuiri terbimbing.

scholarly journals Learning buffer solution based on virtual lab in senior high school

2021 ◽  
Vol 13 (1) ◽  
pp. 54-59
Author(s):  
Gulmah Sugiharti ◽  
◽  
Aldhi Kurnia ◽  
Keyword(s):  
Hypothesis Testing ◽  
Student Learning ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Guided Inquiry ◽  
Buffer Solution ◽  
Virtual Lab

This study aims to determine whether there is a difference between the use of virtual lab and real lab media in guided inquiry learning on learning outcomes in the buffer solution material. Both learning media are taught using the same learning model, namely the guided inquiry learning model. The samples in this study were class XI MIPA 3 as the experimental I which was taught with the guided inquiry learning model using virtual lab media and class XI MIPA 6 as the experimental II which was taught by guided inquiry learning model using real lab. The instrument used in this research was a test of learning outcomes chemistry of the buffer solution material. The data analysis technique for hypothesis testing was the two-party t-test statistic. The results of data processing showed that the experimental I had a pretest mean of 26.04 and a mean of posttest 79.53, while the experimental II had a mean pretest of 47.95 and a mean of posttest of 72.84. Hypothesis testing was carried out using two-party t test from the learning outcomes data and it was obtained tcount = 2.201 while ttable = 1.988 for α = 0.05 so that tcount> ttable. So Ha accept, that is, there are differences in student learning outcomes taught by guided inquiry models using virtual lab and real lab media. Meanwhile, the increase in student learning outcomes in guided inquiry classes using virtual labs was 72%, and those using real labs were 52%. Keywords: Virtual lab, Real lab, Guided inquiry, Buffer solutions

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN MENGENAL BENTUK GEOMETRI KELOMPOK B

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Ayu Putu Puspa Ariyani . ◽  
Prof. Dr. Anak Agung Gede Agung,M.Pd . ◽  
Dr. Putu Aditya Antara, S.Pd., M.Pd. .
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Entire Group ◽  
Guided Inquiry ◽  
Geometric Shapes ◽  
Equivalent Control ◽  
Group B ◽  
Quasi Experiment

Pada kenyataannya perkembangan kognitif anak dalam mengenal bentuk geometri gugus VII Singaraja masih sangat rendah, dilihat dari rata-rata 51,50%. Hal ini disebabkan kurangnya penggunaan model pembelajaran inkuiri terbimbing yang belum efektif, sehingga kualitas proses pembelajaran kurang optimal terutama dalam kemampuan mengenal bentuk geometri. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan mengenal bentuk geometri. Penelitian ini tergolong quasi experiment dengan rancangan non equivalent control group desigs”. Populasi dalam penelitian ini adalah seluruh kelompok B di Taman Kanak-kanak Gugus VII Singaraja pada tahun 2017/2018 yang berjumlah 286 orang. Sampel penelitian ini adalah TK Diponegoro Singaraja dengan jumlah 21 orang sebagai kelompok eksperimen dan TK Weda Purana Singaraja dengan jumlah 15 orang sebagai kelompok kontrol. Data penelitian ini dikumpulkan dengan metode observasi dan dokumentasi. Dari hasil uji normalitas dan homogenitas varians, diketahui bahwa sampel berdistribusi normal dan varian populasi homogen maka untuk menguji hipotesis digunakan uji-t dengan taraf signifikan 5%. Hasil perhitungan uji-t diperoleh thitung = 3.140 dan ttabel =2.032 pada taraf signifikan 5% dengan dk= 34, dengan membandingkan hasil thitung dengan ttabel dapat disimpulkan bahwa thitung > ttabel, maka H0 ditolak H1 diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan model pembelajaran inkuiri terbimbing terhadap kemampuan mengenal bentuk geometri kelompok B di Taman Kanak-kanak Gugus VII Singaraja tahun ajaran 2017/2018. Kata Kunci : anak usia dini, mengenal bentuk geometri, inkuiri terbimbing. In fact, the cognitive development of children in recognizing geometric shapes in the Singaraja Gugus VII is still very low, seen from an average of 51.50%. This is due to the lack of use of guided inquiry learning model that has not been effective, so the quality of learning process is not optimal, especially in the ability to recognize geometry shapes. This study aims to determine the effect of guided inquiry learning model on the ability to recognize geometric shapes. This research is classified as quasi-experiment with non-equivalent control group design ". The population in this study is the entire group B in Kindergartens of Gugus VII Singaraja in 2017/2018 which is 286 people. The sample of this research is Diponegoro Singaraja Kindergarten with 21 people as experimental group and Vedana Tana Singaraja with 15 people as control group. The data of this research is collected using observation and documentation method. From normality test result and homogeneity of variance, it is known that samples are normally distributed and homogenous population variant, hence, to test hypothesis used t-test with 5% significant level. The result of t-test is obtained tct = 3.140 and ttable = 2.032 at 5% significant level with dk = 34, by comparing tcount result with ttable it can be concluded that tct> ttable, then H0 rejected and H1 accepted, so it can be concluded that there is significant effect to the inquiry learning model is guided towards the ability to recognize the geometry of group B in kindergartens of Gugus VII Singaraja of academic year 2017/2018.keyword : early childhood, crecognizing geometry, guided inquiry.

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.

Sign in / Sign up

Export Citation Format

Share Document