The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

Abstract

This study aimed to determine differences of students' learning outcomes and science process skill which taught by using the guided inquiry model and direct instruction where both models were integrated with practicum on the topic of colligative nature of electrolyte solutions. The population in this study were all students of class XII MIA Binjai SMA 5 consisting of 6 classes. The sample was determined by purposive sampling technique, which taking 2 classes: XII MIA-1 (as the experimental class-I) applied Guided Inquiry learning model and XII MIA-2 (as the experimental class-II) applied Direct Instruction where both were practicum integrated. This study was conducted using the Quasi Experimental design with nonequivalent group pretest-posttest design. Data collection was done for pre-test and post-test by using twenty items of multiple choices instruments which were valid and reliable for learning outcomes, meanwhile six items valid essay test for science process skill. The results showed that there were differences in the average value of learning outcomes and science process skill with the values of each tstatistics > ttable namely 7.082 > 2.0345 and 8.76 > 2.0345, while the difference in the average value of activities and attitudes of student learning during the learning process in the experimental classes I and II were 90.21 (very good) and 79.87 (good) and 88.54 (very good) and 77.43 (good). Based on the results of the questionnaire analysis, students agreed that Guided Inquiry model able to facilitat e them in understanding the topic of colligative nature of electrolyte solutions because they could design their own experiments in practical activities.

The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material

“…Students become more active in learning because learning is student-centered (Juniar et al 2019a;Asni et al 2020). Students are allowed to find and collect basic concepts through practical activities so that students can formulate answers based on the problems given and prove them through experimental activities carried out (Juniar & Fardilah, 2019;Pakpahan et al 2021;Silaen & Silaban, 2022;Mawaddah & Silaban, 2022).…”

Improvement of student’s learning outcomes and motivation with chemical practicum e-module

“…Learning in digital integrated laboratories can improve students 'achievement (Panggabean et al 2019;Muchtar et al 2020) and students' metacognitive skills (Pratiwi et al 2019). Meanwhile, learning with guided inquiry integrated practicum can improve science process skills and student learning outcomes (Juniar & Fardilah, 2019). In general, learning in digital integrated laboratories such as virtual media can improve student learning outcomes (Sugiharti et al 2019).…”

“…Digital accommodating practicum methods such as the use of virtual labs can improve student learning outcomes (Rizky and Simorangkir, 2018;Sugiharti et al 2019) and students' achievements (Panggabean et al 2019). Practicum accommodating digital-based guided inquiry can improve student learning outcomes and scientific processes (Akbar et al 2019;Juniar and Fardilah, 2019), student learning motivation (Harefa, 2018), problem solving skills (Abadi and Bahriah, 2016), students' critical thinking skills (Kurniawati et al 2015;Wardani et al 2017), and practice the science process (Suryaningsih, 2017). In addition, guided inquiry based practicum can improve students' metacognitive skills (Pratiwi et al 2019).…”