The Influence of Inquiry Method on Student Learning Result With Different Class Learning Style on Plantae Material

Ariani, Sri Retno Dwi; Rahayu, Yuni Sri; Susantini, Endang

doi:10.1088/1742-6596/1108/1/012036

Cited by 2 publications

(3 citation statements)

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“…The low improvement in the auditory group compared to other groups is contrary to the research of Malacapay (2019) which proves that the learning outcomes of the auditory group are superior to other groups in differentiation learning. These results are also not in line with the research of Ariani et al, (2018) which explains the highest increase experienced by the kinesthetic group in the application of IBL-Differentiation. The discrepancy between the results of this study and the results of this study is thought to arise because the instructions and feedback tend to be more favorable to the visual group during online learning.…”

Section: Figure 2 Activity Flowchart Inquiry-based Learningcontrasting

confidence: 80%

“…Although there are not many studies that apply IBL-Differentiation in physics learning, the data proves that the increase in conceptual understanding of students who apply IBL-Differentiation is higher than IBL without differentiation. The application of a differentiated approach based on learning styles is considered to be more motivating and improve students' academic achievement because it can facilitate their diversity (Ariani et al, 2018).…”

Section: Figure 2 Activity Flowchart Inquiry-based Learningmentioning

confidence: 99%

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Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Nur'aini

Liliawati²,

Novia³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to investigate the effect of the differentiated approach on high school students' conceptual understanding of the work and energy topic. The research method used is a quantitative method. Two classes of 10th graders in one of the Senior High Schools in the Tangerang districts were chosen to be research participants with cluster random sampling. Data collection was done with learning style questionnaire and conceptual understanding item with a reliability 0.73. The experimental class applied Inquiry-based Learning with differentiation, while the control class applied Inquiry-based Learning without differentiation. The results of the different tests of students' conceptual understanding after learning showed a significant difference in the understanding of students' concepts in the two classes. The effect size score showed a large effect of a differentiated approach on students' conceptual understanding. The analysis of the level of students' conceptual understanding for each subtopic showed the Law of Conservation of Mechanical Energy having the most students at irresponsiveness level, while the subtopics with the highest number of students at the understanding level was the work subtopic. The percentage of students who studied with a differentiated approach at the highest understanding level is more than students without a differentiated approach in all subtopics. Although the application of the differentiated approach had obstacles in online learning, the differentiated approach applied in Inquiry based Learning has a positive impact in facilitating the diversity of student learning styles.

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Section: Figure 2 Activity Flowchart Inquiry-based Learningcontrasting

confidence: 80%

Section: Figure 2 Activity Flowchart Inquiry-based Learningmentioning

confidence: 99%

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Nur'aini

Liliawati²,

Novia³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Guided inquiry model is effective to improve students' science process skills seen from the improvement of students' test results (Hidayah, 2018). The precise inquiry method is used as an alternative to effective learning methods for the application of the scientific approach to the 2013 curriculum at the level of Senior High School with various students' learning modalities, in addition, Inquiry with kinesthetic modalities has the best effect in tackling student learning outcomes (Ariani, 2018). This study aims to apply the inquiry learning model to improve students' cognitive learning outcomes in temperature and heat.…”

Section: Introductionmentioning

confidence: 99%

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

Hikmawati

Kusmiyati

Sutrio

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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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.

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The Influence of Inquiry Method on Student Learning Result With Different Class Learning Style on Plantae Material

Cited by 2 publications

References 0 publications

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

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

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