Ryzal Perdana, RP and Ratu Betta Rudibyani, RBR
Enhancing Students' Cognitive Outcome in Chemistry by
Guided Inquiry Learning Models.
International Journal of Sciences: Basic and Applied Research (IJSBAR).
ISSN 2307-4531
Abstract
This study aims to determine the effectiveness of guided inquiry learning models on salt hydrolysis material to students' cognitive learning outcomes. Quasi experimental research uses pre-test and post-test control group design. The research was conducted in senior height school in East Lampung, Indonesia. The subjects of this study consisted of 36 students of XI IPA 1 as experimental class using guided inquiry learning model and 36 students of XI IPA 4 as control class using lecture method. The data were collected using the test technique in the form of 30 multiple choice questions. Data were analyzed by t-test using SPSS. The results showed that the t-test in the experimental class was obtained by probability (p) -6,347 (p <0.05), so H0 was rejected. The results showed that there was a significant difference between the pretest and posttest score of the students using guided inquiry model with N-gain of 0.900. The learning outcomes in the control class also increased but not as large as in the N-gain experimental class of 0.414. It can be concluded that guided inquiry learning model enhancing students' cognitive learning outcomes.
Keywords: Learning Models; Guided Inquiry; Student’s Cognitive; Learning Outcomes.
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Enhancing Students' Cognitive Outcome in Chemistry by
Guided Inquiry Learning Models. (deposited 09 Nov 2018 03:23)
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