The Effectiveness of Guided Inquiry Learning Model on Student Learning Outcomes
Abstract
This study aimed to determine the learning outcomes of students who were taught using the guided inquiry learning model and to determine the effectiveness of the implementation of the trained inquiry learning model on the learning outcomes. This research was a pre-experimental research using one group pretest-posttest design. The population in this study were students of class X science. The sample of this study was selected with a specific purpose (purposive sampling), namely the technique of determining the model with specific considerations so that one class was obtained, which amounted to 23 students. The data collection technique was through multiple-choice test before (pretest) and after (posttest). The analysis technique used is descriptive analysis and the N-Gain test. The results showed that student learning outcomes using the guided inquiry learning model increased before and after treatment, from 60.00% to 84.00%. Based on the N-Gain test, student learning outcomes are in the medium category (59.32%). This shows that learning using the guided inquiry learning model in biology learning is effective in improving the learning outcomes.
Keywords
Full Text:
PDFReferences
Djamarah, S. B. 2006. Strategi Belajar Mengajar. Jakarta: Rineka Cipta.
Elliott, B. (2011). Arts-based and narrative inquiry in liminal experience reveal platforming as basic social psychological process. The Arts in Psychotherapy, 38(2), 96-103.
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235.
Howell, J. B., & Saye, J. W. (2018). Integrating theory and practice: Factors shaping elementary teachers’ interpretation of an inquiry model for teaching social studies. The Journal of Social Studies Research, 42(2), 201-214.
Komariyah, L., & Syam, M. (2022). Pengaruh model pembelajaran inkuiri terbimbing (guided inquiry) dan motivasi terhadap hasil belajar Fisika siswa. saintifika, 18(1), 16-16.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century: Learning in the 21st century. Abc-Clio.
Lisna, A. 2018. Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Tekanan Zat Cair. Gorontalo: Universitas Negeri Gorontalo.
Nurhidayati, S.,Zubaidah, S. Indriwati, S. E. 2015. Pengaruh Metode Inkuiri Terbimbing Terhadap Aktivitas dan Hasil Belajar Biologi Siswa. Jurnal Kependidikan,14 (3), 285-294.
Popi, S. 2010. Manajemen Belajar Berbasis Kepuasan Siswa. Bogor: Ghalia Indonesia.
Sumarni, S., Santoso, B. B., & Suparman, A. R. (2018). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar kognitif peserta didik. Jurnal Komunikasi Pendidikan, 1(1), 59-68.
Trianto, M. P. (2010). Mendesain model pembelajaran inovatif-progresif: Konsep, landasan dan implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana.
DOI: http://dx.doi.org/10.30870/biodidaktika.v18i2.20134
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Biodidaktika : Jurnal Biologi dan Pembelajarannya
This work is licensed under a Creative Commons Attribution 4.0 International License.