The Effect of Strengthening Asking Skills with the Guided Inquiry Learning Model on Students Learning Outcomes on Rotation Dynamics
DOI:
10.29303/jppipa.v9i7.3005Published:
2023-07-25Downloads
Abstract
This study aims to determine the effect of strengthening questioning skills with the guided inquiry learning model on student learning outcomes. This type of research is quasi-experimental. The population in the study were all students of class XI semester II with a sample of class XI IPA 3 and class XI IPA 4, each of which consisted of 36 students. Sampling in this study was carried out randomly. The research design was a two group pre-test post-test design. The instrument used in the study was a multiple choice test consisting of 20 questions and post-test result with an average score of 76.94 for the experimental class and 70.13 for the control class. The result of the t-test stated that there was a significant influence between the learning outcomes of students who used strengthening asking skills with the guided inquiry learning model and learning without being given reinforcement of asking skills in class XI semester II students at Madrasah Aliyah.
Keywords:
Guided inquiry learning models Learning outcomes Questioning skills Rotation dynamicsReferences
Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. TOJET: The Turkish Online Journal of Educational Technology, 19(1), 21–39. Retrieved from https://eric.ed.gov/?q=benefits+of+critical+thinking&pg=3&id=EJ1239945
Ballakrishnan, K., & Mohamad, M. (2020). Teachers’ Teaching Methods in Teaching Higher Order Thinking Skill (HOTS) Comprehension Questions. International Journal of Academic Research in Business and Social Sciences, 10(2), 362–378. https://doi.org/10.6007/ijarbss/v10-i2/6935
Chen, S., Leng, Y., & Labi, S. (2020). A deep learning algorithm for simulating autonomous driving considering prior knowledge and temporal information. Computer-Aided Civil and Infrastructure Engineering, 35(4), 305–321. https://doi.org/10.1111/mice.12495
Guo, Q., Pan, Q., Liu, Q., Wang, T., Cao, S., Lin, Y., & Hu, B. (2022). Relationship between different types of complement syntax and false belief in Mandarin-speaking children with autism spectrum disorder and typically developing children. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/fpsyg.2022.1045227
Jakavonytė-Staškuvienė, D., & Barkauskienė, A. (2023). Transformative teacher leadership experiences in schools in creating an innovative educational culture: The case of Lithuania. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2196239
Niemi, H. M., & Kousa, P. (2020). A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic. International Journal of Technology in Education and Science, 4(4), 352–369. https://doi.org/10.46328/ijtes.v4i4.167
Nurhayati, Wahyudi, Saputri, D. F., & Trisianawati, E. (2021). The impact of problem-based learning and inquiry models toward students’ science process skills on the vibrations and waves chapter. Journal of Physics: Conference Series, 1760(1). https://doi.org/10.1088/1742-6596/1760/1/012017
Palupi, B. S., Subiyantoro, S., Rukayah, & Triyanto. (2020). The effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for explanatory writing skill. International Journal of Instruction, 13(1), 713–730. https://doi.org/10.29333/iji.2020.13146a
Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children’s learning experience in constructionism-based coding activities through design-based research. Computers in Human Behavior, 99(7491), 415–427. https://doi.org/10.1016/j.chb.2019.01.008
Pramudia, I., & Sujatmika, S. (2018). Pengaruh pembelajaran inquiry terhadap hasil belajar IPA ditinjau dari keterampilan bertanya siswa. Natural: Jurnal Ilmiah Pendidikan IPA, 5(2), 63. https://doi.org/10.30738/natural.v5i2.2940
Qurnia, A. N. A., & Kusyairy, U. (2017). Pengaruh Metode Pembelajaran Spotlight Terhadap Kemampuan Menjawab Pertanyaan Pada Mata Pelajaran Fisika. Jurnal Pendidikan Fisika, 5(1), 14–18. Retrieved from https://journal3.uin-alauddin.ac.id/index.php/PendidikanFisika/article/view/2993
Rashidov, A., & Rasulov, T. (2020). The usage of foreign experience in effective organization of teaching activities in mathematics. International Journal of Scientific and Technology Research, 9(4), 3068–3071. Retrieved from https://uniwork.buxdu.uz/resurs/13047_1_6761471FD355F25FB825800A12DEDFB9AFBD529F.pdf
Rebele, J. E., & St. Pierre, E. K. (2019). A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge. Journal of Accounting Education, 48, 71–79. https://doi.org/10.1016/j.jaccedu.2019.07.002
Russell, D. M. (2019). The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition. Journal of Applied Research in Memory and Cognition, 8(1), 33–35. https://doi.org/10.1016/j.jarmac.2019.01.002
Sugihartini, N., Sindu, G. P., Dewi, K. S., Zakariah, M., & Sudira, P. (2020). Improving Teaching Ability with Eight Teaching Skills. 394(Icirad 2019), 306–310. https://doi.org/10.2991/assehr.k.200115.050
Sulewski, P. (2020). Modified Lilliefors goodness-of-fit test for normality. Communications in Statistics: Simulation and Computation, 51(3), 1199–1219. https://doi.org/10.1080/03610918.2019.1664580
Sultana, N. (2019). Language assessment literacy: an uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1–14. https://doi.org/10.1186/s40468-019-0077-8
Surucu, L., & Maslakci, A. (2020). Validity and Reliability in Quantitative research. Business & Management Studies: An International Journal, 8(3), 2694–2726. https://doi.org/10.15295/bmij.v8i3.1540
Usmeldi, U., & Amini, R. (2019). The effect of integrated learning model to the students competency on the natural science. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022022
Wahyuni, R., Hikmawati, H., & Taufik, M. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Metode Eksperimen terhadap Hasil Belajar Fisika Siswa Kelas XI IPA SMAN 2 Mataram Tahun Pelajaran 2016/2017. Jurnal Pendidikan Fisika Dan Teknologi, 2(4), 164–169. https://doi.org/10.29303/jpft.v2i4.308
Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Fan Chiang, S. H., Yang, C. W., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers and Education, 149, 103830. https://doi.org/10.1016/j.compedu.2020.103830
License
Copyright (c) 2023 Yona Riska Amalia Ritonga Ritonga
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
