Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Fisika Peserta Didik

Nurmayani, Lia; Doyan, Aris; Verawati, Ni Nyoman Sri Putu

doi:10.29303/jppipa.v4i2.113

Cited by 56 publications

(51 citation statements)

References 5 publications

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“…The research by Nurhidayati, et al (2015) also showed that the combined STAD combined with guided inquiry method could increase the activity and learning outcomes of students with a very high percentage.…”

Section: Resultsmentioning

confidence: 97%

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD) and Guided Inquiry Models Viewed by Students Achievement Motivation

Sulistijo

Sukarmin

Sunarno

2017

JPII

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This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD) and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1) there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2) There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3) There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

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Section: Resultsmentioning

confidence: 97%

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD) and Guided Inquiry Models Viewed by Students Achievement Motivation

Sulistijo

Sukarmin

Sunarno

2017

JPII

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“…Berdasarkan hasil pengamatan peneliti di kelas II SDN Wonorejo 01 menunjukkan bahwa proses pembelajaran masih konvensional dengan model pembelajaran ceramah. Kegiatan pembelajaran masih berpusat pada guru, sehingga peserta didik hanya mendengarkan materi (Nurmayani & Doyan, 2018). Hal ini menyebabkan peserta didik merasa jenuh dan kurang termotivasi untuk belajar (Sulfemi & Minati, 2018).…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Matematika Kelas II SDN Wonorejo 01

Sukmawati¹

2021

Glosains

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Problem based learning merupakan model pembelajaran yang mengintegraskan peserta didik dalam kelompok. Berdasarkan hasil observasi peneliti, ditemukan hasil pengamatan bahwa pembelajaran di kelas II SDN Wonorejo 01 masih berpusat pada guru karena model pembelajaran yang digunakan adalah ceramah. Kajian ini bertujuan untuk mengetahui hasil pembelajaran saat guru menggunakan model pembelajaran PBL. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Adapun hasil penelitian menunjukkan bahwa langkah-langkah pembelajaran Problem Based Learning (PBL) yang bisa dirancang oleh guru mencakup orientasi masalah pada peserta didik, mengorganisasikan peserta didik untuk belajar, membimbing penyelidikan individu atau kelompok, mengembangkan dan menyajikan hasil karya, menganalisis dan mengevaluasi proses pemecahan masalah. Penerapan model pembelajaran PBL dapat meningkatkan hasil belajar matematika peserta didik kelas II SDN Wonorejo 01 tahun pelajaran 2019/2020 dengan ketuntasan belajar klasikal peserta didik dari 36,67% pada pra siklus menjadi 46,67% pada siklus I dan 76,67% pada siklus II.

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“…These factors include the learning methods used by the teacher, student motivation and readiness, facilities and learning resources. The learning model or approach used by the teacher is expected to direct students to be active and creative, so that learning becomes learnercentered (Nurmayani, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

Arisa

Khaldun

Safrida

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine the improvement of students 'critical thinking skills in the acid-base titration material and to know the description of students' responses to learning to search, solve, create, and share. This study used an experimental method, comparing the experimental group with the control group through the pretest-posttest design, carried out at MAN 1 Aceh Barat. The sample selection used purposive sampling technique. The study population was class XI-IPA for the 2019/2020 school year and the samples were class XI-IPA2 (experimental group) and XI-IPA6 (control group). Data collection was carried out by giving a pretest and posttest to determine the increase in critical thinking skills. The results showed that the experimental group had an increase in the critical thinking component focusing on indicator questions with an average N-gain percentage of 74.58% in the high category, while other critical thinking components experienced an increase in the moderate category. Based on the t test, the posttest value of the experimental and control groups has a significant difference with tcount 2.107> ttable 2.093. This difference is influenced by the search, solve, create, and share model of the acidbase titration material in the experimental group. Students gave positive responses to learning to search, solve, create, and share with a percentage of 81.7% with the interested category. So, it is concluded that learning the search, solve, create, and share model can improve students' critical thinking skills on acid-base titration material.

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Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Fisika Peserta Didik

Cited by 56 publications

References 5 publications

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD) and Guided Inquiry Models Viewed by Students Achievement Motivation

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD) and Guided Inquiry Models Viewed by Students Achievement Motivation

Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Matematika Kelas II SDN Wonorejo 01

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

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