The abilities of students can affect learning outcomes. One capability that is closely related to learning outcomes is the ability to think logically which improves students’ understanding of knowledge. This study aims to determine cognitive learning outcomes and logical thinking ability of students in science subjects through the guided inquiry learning model. The quasi-experimental research was conducted with a non-equivalent pretest-posttest control group design. The population was all students of seventh grade of  Miftahul Ishlah Islamic Junior high School in Mataram-Lombok.The sample was determined by cluster random sampling technique. The subjective test and the rubric of logical thinking ability were instruments used. Data were analyzed using SPSS MANCOVA, which preceded the prerequisite test, ie test for normality and homogeneity. The results showed that the guided inquiry learning model had a significant effect on the student's cognitive learning outcomes and logical thinking ability with p = 0.000, and its’ corrected mean score of learning outcomes was 95%, and corrected mean score of logical thinking ability was 71%, higher than that of student in the conventional learning model.

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Background: Self-management of diabetes mellitus (DM)) is critical in preventing long-term complications. It includes proper medication use, diet, physical activity, blood glucose monitoring, foot care, and periodic health checkups. The purpose of this study was to examine personal and social factors affecting the preventive behavior among patients with type II DM. Subjects and Method: A cross-sectional study was carried out at Regional Hospital in Ponorogo, East Java, Indonesia, from January to February 2020. A sample of 200 patients with type 2 DM was selected randomly. The dependent variable was preventive behavior toward type 2 DM. The independent variables were observational learning, vicarious learning, imitation, attitude, knowledge, self-efficacy, and self-management. The data were collected by questionnaire anad analyzed by a multiple logistic regression run on Stata 13. Results: Tertiary preventive behavior toward type 2 DM increased with good observational learning (b= 1.55; 95% CI= 0.59 to 2.51; p= 0.002), strong vicarious learning (b= 1.15; 95% CI= 0.17 to 2.13; p= 0.021), strong imitation (b= 1.55; 95% CI= 0.58 to 2.52; p= 0.002), positive attitude (b= 1.28; 95% CI= 0.35 to 2.22; p= 0.007), good knowledge (b= 1.10; 95% CI= 0.14 to 2.06; p= 0.024), strong self-efficacy (b= 1.06; 95% CI= 0.11 to 2.02; p= 0.029), and self-management (b= 2.26; 95% CI= 1.24 to 3.29; p<0.001). Conclusion: Tertiary preventive behavior toward type 2 DM increases with good observational learning, strong vicarious learning, strong imitation, positive attitude, good knowledge, strong self-efficacy, and self-management. Keywords: social cognitive theory, type 2 Diabetes Mellitus Correspondence: Nur Aida Yuliana. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: Aidayuliana17@gmail.com. Mobile: +6285790767582. DOI: https://doi.org/10.26911/the7thicph.02.57