THE EFFECT OF GUIDED INQUIRY LEARNING MODELS TO IMPROVE LEARNING OUTCOMES AND STUDENTS ACTIVITY LEARNING

Authors

  • Irma Sari Minalta Tarigan Universitas Negeri Medan
  • Rita Juliani Universitas Negeri Medan
  • Juli Limbong SMA Swasta Katolik Budi Murni 2 Medan

DOI:

https://doi.org/10.22611/jpf.v7i1.6926

Keywords:

Guided Inquiry Learning, Learning Outcomes.

Abstract

The aim of  study is to determine the effect of Guided Inquiry learning  to learning outcomes and students activity learning on Work and Energy material. Research type is quasi experiment and using Control Group Pretest-Posttesr Design method. Research conducted at SMA Swasta katolik Budi Murni 2 Medan in academic year 2016/2017. The population in this research is all students of Class X. The sample of the research is taken with class random sampling technique. In the study, the measurements in the form of pretest to the subject and then treated with Guided Inquiry Models and within a certain time post-test is given. The result of data analysis using t one party test shows that there are significant effect of guided inquiry learning to learning outcomes students on Work and Energy material. 

References

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Arikunto, S., (2006), Dasar “ Dasar Evaluasi Pendidikan, Bumi Aksara, Jakarta.

Kuhlthau, C.C., Maniotes, L.K., Caspari, A.K., (2012), Guided Inquiry, Libraries Unlimited, California.

Partono, L.N., (2013), Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar Siswa Kelas VIII SMP Negeri 4 Metro Semester Genap Tahun Pelajaran 2013/2014, Jurnal Pendidikan Fisika 3: 68-69.

Rachman, N.D., Sudarti., Supriadi B., (2012), Penerapan Model Inkuiri Terbimbing (Guided Inquiry) pada Pembelajaran Fisika Siswa Kelas VIII-B SMP Negeri 3 Rogojampi Tahun Ajaran 2012/2013, Jurnal Pembelajaran Fisika 1: 306-307

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Published

2018-06-08

Issue

Vol. 7 No. 1 (2018)

Section

Jurnal Pendidikan Fisika Volume 7// No.1// Juni 2018

License

Copyright (c) 2018 Irma Sari Minalta Tarigan, Rita Juliani, Juli Limbong

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Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution 4.0 International License.