scholarly journals The Effects of Science Inquiry Learning Applying Open- Ended Hypothesis-Testing Learning Model: On the ‘Metals and Their Applications’ Unit in Chemistry

2006 ◽  
Vol 50 (5) ◽  
pp. 385-393 ◽  
Author(s):  
Dae-Hong Jeong ◽  
Jeong-A Bang ◽  
Chui-Im Choi ◽  
Won-Ho Choe
Keyword(s):  
Hypothesis Testing ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Learning Model

Self-Confidence in Science Inquiry Learning--Model

2021 ◽  
Author(s):  
Jon-Chao Hong ◽  
Hsien-Sheng Hsiao ◽  
Po-Hsi Chen ◽  
Chow-Chin Lu ◽  
Kai-Hsin Tai ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry ◽  
Learning Model ◽  
Self Confidence

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 MOTIVASI DAN HASIL BELAJAR SISWA KELAS VII SMPN 1 SUMBERGEMPOL TULUNGAGUNG

2019 ◽  
Vol 5 (2) ◽  
pp. 106
Author(s):  
Riza Kurnia Silfi ◽  
Choiru Umatin
Keyword(s):  
Hypothesis Testing ◽  
Student Learning ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Quantitative Methods ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Effective Learning ◽  
Motivation And Learning

<p>This research aims to determine the effect of guided inquiry learning model on social studies motivation and learning outcomes of class VII students of SMP 01 Sumbergempol Tulungagung. The method in this research uses quantitative methods. The sample in this research amounted to 70 students with 34 students of experimental class and 32 students of control class. Data analysis using T-test and Mannova tests. The results of this research show: 1) the influence of a guided inquiry learning model on student learning motivation. Hypothesis testing obtained t count (13.673)&gt; t table (1.995) then accept H_0. 2) The influence of guided inquiry learning model on student learning outcomes. Hypothesis testing obtained t count (15.433)&gt; t table (1.995) then accept H_0. 3) There is a significant influence of guided inquiry learning model on student motivation and learning outcomes. Based on the results of the manova test, the significance value is 0,000. This value is below the probability value of 0.05 (0,000 &lt;0,05). It is known that this test shows H_a received then H_0 is rejected. This means that there is a significant influence between the use of a guided inquiry learning model on motivation and learning outcomes of class VII students of SMPN 1 Sumbergempol Tulungagung. This research contributes to creating active, creative and effective learning so that students' motivation and learning outcomes can increase.<em></em></p><p><strong><em>Keywords</em></strong><strong>: i<em>nquiry; motivation; learn results</em></strong></p>

PENGARUH MODEL PEMBELAJARAN MARIA MONTESSORI TERHADAP PENGEMBANGAN KEDISIPLINAN ANAK USIA 4-5 TAHUN DI TK ISLAM IBNU QOYYIM KEC. MEDAN SELAYANG

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Fatma Gustina ◽  
Khadijah Khadijah ◽  
Fauziah Nasution
Keyword(s):  
Hypothesis Testing ◽  
Experimental Research ◽  
Learning Model ◽  
Experimental Designs ◽  
Maria Montessori ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A

<p><em>This research was conducted at TK Islam Ibnu Qoyyim, Medan Selayang District. Tthe type of research is experimental research with uses Quasi Experimental Designs. This study aims to determine the influence of Maria Montessori's learning model on the discipline of children in TK Islam Ibnu Qoyyim. The results showed that the Montessori learning model had an effect on the discipline of group A children. The results of the pretest class were 9.3 and the post-test average was 16.80 with the highest post-test 20 and the lowest post-test 12. Class control with an average pre test 9.7 and the average post test 11.7 with the highest value 16 and the lowest value 7. The results of hypothesis testing obtained t count&gt; t table is 18.31&gt; 2.048 with significant numbers. Thus the hypothesis Ho is rejected and Ha is accepted so that it is stated that there is a Significant Effect of Maria Montessori's Learning Model on the Discipline of Group A Children 4-5 Years Old in the TK Islam Ibnu Qoyyim.</em><em></em></p>

scholarly journals Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills

2019 ◽  
Vol 7 (3) ◽  
pp. 205 ◽  
Author(s):  
Muhammad Zaky
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.

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