Technology becomes part that is not separated from human being’s hold. Almost all activities human being uses technology. Basically technology is created for making a human being easy in doing activity or duty. Nowadays technology is developing in education. Therefore technology becomes a means to get information. The technology of information has important effect on human being’s technique in implementing learning process. Technology has a role as learning media so it can convey scientific information. Of course technology development quite helps Indonesia people’s activity in this modern era, especially in education. Industry 4.0 is called digital revolution or era of technological disruption the is the technological use of various fields especially education such as gadget and smartphone. In this modern era, almost everyone especially primary student has smartphone like android and it has not been used yet well by a primary student. Of course, teachers are able to handle this case wisely and respond about it so they can take advantage of android in learning and understand lesson easily. Revolution era of industry 4.0 becomes challenge for education developer so an application is created and it is called “Ruang Guru”. The application of Ruang guru is one of fun learning media because it has ruang belajar, ruang les, ruang les online, ruang uji, digitalbootcamp, robo guru, ruang baca so no word to bored for primary student.

This study aims to find out the improvement of cognitive ability through the implementation of guided inquiry and guided discovery model in integrated natural science learning. This study used quasi experiment method with matching only pretest posttest control group design. The subject of this study were students of VII grade of Junior High School in Kampar District which consist of experiment and control class. Student cognitive learning outcomes was measured by multiple choice test instrument, which contain of 21 items which was done twice (pretest and posttest). The N-Gain average of cognitive ability shows that there is an improvement of student cognitive ability in experiment class as 0,44 with intermediate category, and in control class as 0,21 with low category. While, the result of U test toward N-Gain value shows that there is a significant difference on student cognitive ability between students in experiment and control class. Thus, it can be concluded that guided inquiry model can improve student cognitive ability more than guided discovery model.

Penelitian bertujuan untuk mengetahui peningkatan kemampuan kognitif siswa melalui penerapan model guided inquiry dan guided discovery dalam pembelajaran IPA terpadu. Tema sumber energi alternatif dipilih sebagai tema pembelajaran yang memuat konsep IPA Biologi, Fisika, dan Kimia, terdiri atas briket sebagai sumber kalor dan baterai buah sebagai sumber listrik. Penelitian ini menggunakan metode kuasi perlakuan I dengan desain comparison group. Subjek dalam penelitian merupakan siswa kelas VII SMP di Kabupaten Kampar sebanyak 42 siswa yang terdiri dari dua kelas homogen yaitu kelas perlakuan I (Guided Inquiry) dan kelas perlakuan II (Guided Discovery) dengan jumlah 21 siswa pada masing-masing kelas. Adapun karakteristik kedua kelas yaitu memiliki rata-rata tingkat IQ yang sama berdasarkan data nilai ulangan harian sebelumnya. Penentuan subjek dipilih dengan teknik non-randomized sampling karena tidak dimungkinkan untuk mengubah susunan anggota kelas yang telah ditetapkan oleh sekolah. Hasil belajar kognitif siswa diukur menggunakan instrumen tes soal pilihan ganda, terdiri atas 21 butir soal tes kemampuan kognitif yang dilakukan sebanyak dua kali (pretest dan posttest menggunakan instrumen tes yang sama). Teknik analisis data yang digunakan dalam penelitian yaitu uji normalitas dan uji hipotesis (uji U). Analisis data menggunakan program IBM SPSS 22 statistics dan Microsoft Excell 2010. Nilai rata-rata N-Gain kemampuan kognitif menunjukkan adanya peningkatan kemampuan kognitif siswa kelas perlakuan I sebesar 0,44 dengan kategori sedang dan kelas perlakuan II sebesar 0.21 dengan kategori rendah. Sedangkan hasil uji U terhadap nilai N-Gainnya menunjukkan bahwa terdapat perbedaan yang signifikan pada kemampuan kognitif antara siswa kelas perlakuan I dan kelas perlakuan II. Dengan demikian dapat disimpulkan bahwa model guided inquiry lebih dapat meningkatkan kemampuan kognitif siswa SMP dibandingkan dengan model guided discovery.