Penerapan Model Pembelajaran Inkuiri Terbimbing Berbantuan Software Electronics Workbench untuk Meningkatkan Hasil Belajar Ranah Kognitif Peserta Didik Kelas XII pada Materi Pokok Kelistrikan Arus Searah di SMAN 1 Lasolo

2020 ◽  
Vol 5 (3) ◽  
pp. 241
Author(s):  
Yusnanita Yusnanita ◽  
Erniwati Erniwati ◽  
Muh. Yuris
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Cognitive Domain ◽  
Guided Inquiry ◽  
Average Value ◽  
Significant Difference ◽  
Cognitive Learning Outcomes

The guided inquiry learning model is an approach that involves students actively thinking and finding what they want to know. This research have as a purpose to knowladge cognitive learning outcomes of students taught by guided inquiry learning models assisted by electronic workbench software. The population in this research were students of class XII MIA SMAN 1 Lasolo registered in the odd semester of the 2019/2020 academic year consisting of 3 classes with 104 students. Samples were taken by purposive sampling technique so that class XII MIA1 was obtained as an experiment class and class XII MIA2 as a control class. Data collection techniques for students' cognitive learning outcomes using multiple choice tests. Data analysis uses descriptive analysis and inferential statistics. Based on the results of data analysis and discussion obtained: (1) there is no significant difference between the average value of the experiment class pretest and the control class before learning; (2) there is a significant difference between the average value of cognitive class learning outcomes of the experiment class and the control class; (3) the average value of N-Gain learning outcomes of the cognitive domain of experiment class students is in the high category with the acquisition of a value of 0.73 while the average value of the N-Gain of the control class is in the moderate category of 0.49. This shows that the guided inquiry learning model assisted by electronics workbench software is very suitable to be applied in physics learning activities in schools.

scholarly journals Physics Online Learning during the Covid-19 Pandemic uses a Guided Inquiry Model with Experimental Methods on teamwork Ability and Student Learning Outcomes

2021 ◽  
Vol 7 (3) ◽  
pp. 350
Author(s):  
Ilvi Maulida Nurdiana ◽  
Widha Sunarno ◽  
Daru Wahyuningsih
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Data Collection ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Experimental Methods ◽  
Guided Inquiry ◽  
Cognitive Learning Outcomes

This study aims to determine the level of teamwork in online learning using a guided inquiry model with experimental methods, and the effectiveness of a guided inquiry learning model with experimental methods in online learning on student cognitive learning outcomes. The material used is dynamic fluid. The type of this study was a quasi-experiment with a research design is one group pretest-posttest design. This research was conducted at SMAN 2 Tanggul Jember in October 2020. The research sample used was 36 students of class XI MIPA 1. Data collection techniques are using tests and non-tests. Teamwork data collection techniques use a questionnaire given to students after learning via a google form, while the data on the effectiveness of the guided inquiry model was seen from the students' cognitive learning outcomes obtained from the pre-test and post-test scores. Teamwork data analysis techniques use Microsoft Excel to determine the description of data analysis, while the learning effectiveness data were analyzed using the N-gain test. The results of the data analysis showed that the level of teamwork ability after online learning was carried out using the guided inquiry model with the experimental method was mostly classified as medium and the guided inquiry learning model with the experimental method which is effectively used in online learning on student cognitive learning outcomes with an N-gain score of 0.514

scholarly journals SETS Based Science Teaching Materials with Guided Inquiry Learning Model to Improve Learning Outcomes in Optical Geometry Materials

2020 ◽  
Vol 7 (6) ◽  
pp. 10
Author(s):  
Pandu Prasojo ◽  
Tjipto Prastowo ◽  
Muslimin Ibrahim
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

This study aims to analyze the effectiveness of SETS based science teaching materials with guided inquiry learning model to improve the students' cognitive learning outcomes. This research was conducted by using learning cycles. The teaching materials developed were tested in class VIII MTs Bilingual Muslimat NU Pucang Sidoarjo semester even 2018/2019 academic year with the design of one group pretest-posttest design. Teaching materials developed include: (a) syllabus (b) Lesson Plan, (c) student books, (d) Worksheet, and (e) Learning Outcomes Assessment Sheet. The research parameters measured were the effectiveness of learning materials. The research data was obtained through validation, observation and test methods. The results of the study were analyzed descriptively quantitatively and qualitatively. Science literacy abilities of students are analyzed by n-gain. The results showed that (a) the learning devices developed were categorized as very valid, (b) the learning activities were carried out very well, (c) moderate scientific literacy skills. Based on the results of the analysis and discussion, it was concluded that the science learning device guided inquiry model that was developed valid, practical, and effective was used to increasing students' cognitive learning outcomes.

Inquiry Learning Model to Improve Student Cognitive Learning Outcomes in Temperature and Heat

2020 ◽  
Vol 6 (1) ◽  
pp. 97
Author(s):  
Hikmawati Hikmawati ◽  
Kusmiyati Kusmiyati ◽  
Sutrio Sutrio
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Cognitive Domain ◽  
Assessment Of Learning ◽  
Post Test ◽  
The One ◽  
Cognitive Learning Outcomes

This study aims to describe the effectiveness of the inquiry learning model to improve students' cognitive learning outcomes at the temperature and heat of class XI from one public school (SMAN 1 Gerung). This type of research is a quasi experiment with the basic pattern "The One Group Pretest-Posttest Design" and descriptive method. The research instrument used was the observation sheet applying the learning model and test the learning outcomes in the cognitive domain (C1 to C6). Assessment of learning implementation using a scale of 1 to 4. Student learning outcomes are said to be complete if 80% of students obtain a minimum value of 75. The results of this study indicate that: the implementation of learning increased from the criteria both in the first meeting to rise to be very good criteria at the fourth meeting. Student cognitive learning outcomes increased from 43 in the pre-test to 78 in the post-test, with classical completeness of 84%. The conclusion of this study is inquiry learning effectively improves students' cognitive learning outcomes in temperature and heat.

scholarly journals The Influence of Guided Inquiry Learning Model using Thinking Empowering by Questioning Model on Learning Outcomes Cognitiv Students

2020 ◽  
Vol 4 (1) ◽  
pp. 153
Author(s):  
Sukini Sukini ◽  
Wan Syafii ◽  
Yustina Yustina
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of the Guided Inquiry (GI) learning model with Thingking Empowering By Questioning (TEQ) on student cognitive learning outcomes. This study was a quasi-experimental study with a pretest posttest control group design. The population of this research was the students of class XI MIPA SMAN 3 Dumai in the academic year 2018/2019. Sampling method was done using random sampling techniques to get experiment and control class. The parameters measured were cognitive learning outcomes and the instrument used was an objective test. The data analysis technique for testing hypotheses was independent t-test. Data analysis showed sig ˂ 0.05 then H0 was rejected, this shows that student learning outcomes with the Guided Inqury model with Thingking Empowering By Questioning were significantly different from student learning outcomes with conventional models. Student learning outcomes using the Guided Inqury learning model with Thingking Empowering By Questioning are better than student learning outcomes using conventional learning. The average value of student learning outcomes in the experimental class was 81.82 while the control class was 61.29. The average N-gain of the experimental group was 0.70 with a high category and the control group was 0.38 with a moderate category.

scholarly journals Peningkatan Hasil Belajar Siswa Kelas VI SDN 02 Toyomarto Materi Luas Bangun Datar Gabungan dengan Model Pembelajaran Jigsaw

Al Adzka ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Hariyanto Hariyanto
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Cognitive Learning ◽  
Learning Model ◽  
Second Grade ◽  
Average Value ◽  
Reflection Data ◽  
Post Test ◽  
Cognitive Learning Outcomes

The purpose of this research is to know the improvement of the result of the study of the widespread joint building material in the second grade students in SD Negeri 02 Toyomarto Singosari with Jigsaw learning model. The research method using Classroom Action Research with 2 cycles consisting of 4 phases, namely planning, action, observation and reflection. Data collection method used in this research is observation and post test. Data analysis used is descriptive quantitative data analysis obtained from observation result of learning and post test result at every meeting. The result of the analysis shows that learning with Jigsaw learning model can improve the result of the study of the joint wake up area in the students of class VI SDN 02 Toyomarto academic year 2017/2018. The average value of cognitive learning outcomes I (60.82), then the average cognitive learning outcome II (78.9) showed an increase compared to cognitive learning outcomes I. In addition, Jigsaw learning model also improves student activeness. This is indicated by the percentage of active students more on the learning cycle II (31.11%) compared to cycle I (13,%).

scholarly journals Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Dominggus Rumahlatu ◽  
Kristin Sangur ◽  
Sintje Liline
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Paired Samples ◽  
Significant Difference ◽  
Complex Instruction ◽  
Dependent Samples ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

scholarly journals Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Peserta Didik Pada Pembelajaran IPA Materi Pokok Cahaya dan Alat Optik Kelas VIIIA SMP Negeri 1 Wawoni Utara

2020 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Asdianti Asdianti ◽  
La Tahang ◽  
Luh Sukariasih
Keyword(s):  
Data Analysis ◽  
Science Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Average Value ◽  
School Year ◽  
The Subject

This study aims to: 1) To describe the science process skills improvement classes learners VIIIA of SMP Negeri 1 North Wawonii taught through guided inquiry learning model; 2) Describe the activities of teachers in science teaching VIIIA grade SMP Negeri 1 North Wawonii on poko material light and an optical instrument with use taught guided inquiry learning model.This type of research is the Classroom Action Research (CAR), which has been conducted in two cycles. Subjects in this study were all learners VIIIA grade SMP Negeri 1 North Wawonii 2018/2019 school year totaling 19 people. The data collected in this study is the science process skills gained from the observation sheet. Data analysis was performed descriptive statistics. From the results of data analysis obtained by valueAverage science process skills of students in the first cycle of 2.3 included in the category enough and for the average value of the activities of teachers in the first cycle is the second cycle 2,9.Padaearned valueAverage science process skills of students in the first cycle of 3.6 included in both categories, and for the average value of teacher activity in the second cycle is 3.61.Based on the results of research and discussion concluded that the science learning in the subject matter of the Light and Optics are taught using guided inquiry learning model has increased in the science process skills and activities of teachers.

scholarly journals PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS LABORATORIUM DAN PENGARUHNYA TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK SMA NEGERI 8 MATARAM

2013 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Nevi Ernita ◽  
Ahmad Harjono ◽  
Nyoman Sridana
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
T Test ◽  
Virtual Laboratory ◽  
Guided Inquiry ◽  
Model Based ◽  
Virtual Lab ◽  
Significant Difference ◽  
Psychomotor Learning

This study aims to determine: (1) The effect of guided inquiry learning model based on real laboratory and virtual laboratory on students' cognitive learning outcomes; (2) Effects of guided inquiry learning model based on real laboratory and virtual laboratory on students' psychomotor learning outcomes. The study sample consisted of the first experimental class of 34 students and the second class of 33 students. This research used randomized post-test control group design. Data were analyzed using independent sample t-test statistic technique with SPSS 19 for windows. The result of statistical analysis at 5% significant level shows: (1) the t-test value for the cognitive domain of -2.407 at sig.0.019; (2) the t-test value for the psychomotor domain is -5.595 on the sig. 0.00. However it can be concluded: (1) There is a significant difference in the cognitive learning outcomes of physics learners using guided inquiry based inquiry model based on real laboratory and virtual lab; (2) there is a significant difference in psychomotor learning result of physics learners using guided inquiry model based on real laboratory and virtual lab.

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