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

Hikmawati, Hikmawati; Kusmiyati, Kusmiyati; Sutrio, Sutrio

doi:10.29303/jppipa.v6i1.330

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…This can be seen in the significance value of 0.028 <α = 0.05, meaning that the null hypothesis is rejected. The results of this study are in line with the opinion, which states that collaborative learning can improve student learning outcomes by utilizing learning media or sources around, then according to Pecka et al (2014); Hikmawati et al (2020) collaborative learning can increase interaction between learners, thus impacting on students' understanding of the material being studied. Inquiry based learning encourages students to be actively involved in conducting various investigations in the classroom and outside the classroom Feyzioğlu & Demirci (2021), observing various phenomena or problems that occur in the field, encouraging students to collaborate and work together to solve various learning problems by utilizing social media sites such as WhatsApp or Facebook for discussion, so that it affects the cognitive and social development of students (Garrison, 2011); (Qamariyah et al, 2021).…”

Section: Hypothesis Testingsupporting

confidence: 87%

The Effect of Inquiry Based Learning on Students Mastery of Concept and Social Skills

Wang¹

2023

JTAM

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Inquiry Based Learning is a learning strategy that provides space for students to carry out investigations. This study was conducted to test whether there is a positive effect of Inquiry based learning on mastery of concepts and student social skills. The participant used was students of Early Childhood Islamic Education which consisted of 31 people for the experimental class and 30 people for the control class. The type of research used was quasi-experimental design. To test the analysis prerequisites using the data normality test using the Kolmogorov-Smirnov technique and the variance homogeneity test. Furthermore, to analyze hypothesis testing data using parametric statistics, with Analysis of variance techniques (ANOVA). Based on the results of hypothesis testing concluded that there are significant differences in the mastery of the concept of the experimental group students with the control group. then there are significant differences in the social skills of the experimental group students with the control group. The implication of this study is that the use of Inquiry based learning positively influences the mastery of concepts and student social skills and provides good experience to prospective Early Childhood Education teacher students collaborating on various investigations in solving problems.

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Section: Hypothesis Testingsupporting

confidence: 87%

The Effect of Inquiry Based Learning on Students Mastery of Concept and Social Skills

Wang¹

2023

JTAM

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“…Indikator kemampuan berpikir kritis pada kelas dengan model inkuiri terbimbing mengalami peningkatan yang lebih tinggi daripada kelas dengan model konvensional (Yuliana et al, 2020). Model inkuiri terbukti dapat meningkatkan hasil belajar kognitif mulai dari LOTS hingga HOTS yaitu mulai dari level kognitif C1 hingga C6 (Hikmawati et al, 2020b), dan kemampuan pemecahan masalah (Sofiya et al, 2020).…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan PhET (Physics Education Technology) Terhadap Hasil Belajar Fisika Siswa

Febniani

Taufik²,

Hikmawati³

et al. 2022

kpj

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This study aims to determine the effect of guided inquiry learning model assisted by PhET (Physics Education Technology) on high school students' physics learning outcomes. The type of research used is quasi-experimental with pretest-posttest control group design. The population of this study were all students of class X MIA at MA PLUS NURUL ISLAM Sekarbela Mataram. The sample of this study was class X MIA 1 and X MIA 2 which amounted to 40 students with a sampling technique using the saturated sample technique. The sample used in this study was class X MIA-1 as an experimental class which amounted to 20 students and class X MIA -2 as the control class with a total of 20 students. Before being given treatment, both samples were given an initial test to determine their initial ability. Based on the results of the homogeneity test of the initial test, both samples have the same initial ability. The results of the final test of student learning outcomes obtained the average value of the experimental class 69.25 with the highest score of 85 and the average value of the control class 55 with the highest score of 75. The research hypothesis was tested by polled variance t-test with a significance level of 5%, and the results obtained tcount = 4.18, while ttable = 2.02. Based on these results, it means that tcount is greater than ttable, so H0 is rejected. Thus, it can be concluded that the guided inquiry learning model assisted by PhET (Physics Education Technology) has an effect on high school students' physics learning outcomes.

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“…A good teacher is expected to be able to master various learning models and methods and be able to compile innovative learning media so that they can facilitate students in achieving learning goals (Hikmawati et al, 2020). As a step to realize meaningful learning, teachers use various approaches, strategies and methods (Mutanaffisah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Quantum Learning to Improve the Fourth Graders’ Science Achievement in An Elementary School

Vindy,

Armadyaningtyas,

Hastuti

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to increase the science learning achievement. The subjects of this study were 20 students of fourth grade students at Imogiri Elementary School, who used Quantum Learning model. The research design refers to the classroom action research which takes place in two cycles. Data collection through tests, observation and documentation. The data analysis techniques used are qualitative and quantitative descriptive techniques. At the natural syntax of Quantum Learning model, the teacher provides examples of real 3-dimensional models to students and the division into more heterogeneous groups. In the naming activity, the teacher explains the learning material using two languages, namely Indonesian and a foreign language. At the demonstrate syntax the teacher directs students to convey the results of their discussion in turn. The success criteria are if ≥ 75% of the total number of students get a score ≥ 75. This research shows the results of an increase in science learning achievement after using Quantum Learning. In cycle I the average student learning achievement was 73.25 then increased to 83.50 in cycle II. Based on this, it can be concluded that Quantum Learning can improve the science learning achievement of class IV students.

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

Cited by 6 publications

References 15 publications

The Effect of Inquiry Based Learning on Students Mastery of Concept and Social Skills

The Effect of Inquiry Based Learning on Students Mastery of Concept and Social Skills

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan PhET (Physics Education Technology) Terhadap Hasil Belajar Fisika Siswa

Quantum Learning to Improve the Fourth Graders’ Science Achievement in An Elementary School

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