Guided Inquiry and Guided Discovery Model in Science Learning to ‎improve Cognitive Ability of Junior High School Students

Abstract

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.