Implementation of the Guided Inquiry Learning Model with High and Low Achievement Motivation on Student Learning Outcomes in Acid Base Material in Class X Depertement of Computer and Network Enginering (TKJ) in Vocational High Schools
DOI:
https://doi.org/10.22487/j25490192.2022.v6.i2.pp69-76Keywords:
Guided inquiry Learning, achievement motivation, acid-base, student learning outcomesAbstract
The aims of the study were to describe: 1. the application of the guided inquiry learning model, 2. student interaction in the guided inquiry learning model between high and low achievement motivation, 3. student responses to the application of the guided inquiry learning model, 4. improvement in student learning outcomes with achievement motivation high and low, and 5. student learning outcomes using guided inquiry learning models on acid-base material. The research method used is quasi-experimental. Data collection through learning achievement tests, achievement motivation questionnaires and student responses as well as observation sheets. The results showed that: (1) the application of the guided inquiry learning model was well implemented, (2) there was student interaction in the guided inquiry learning model between high and low achievement motivation as indicated by the sig value (0.000) < a (0.05), (3) student responses were very high, both those with high and low achievement motivation, (4) there was an increase in the learning outcomes of students who had high and low achievement motivation, and (5) there were differences in learning outcomes before and after using the guided inquiry learning model. acid-base material.
Downloads
References
Arikunto, S. (1999). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Literasi.
Dewi, N.L., Dantes, N., & Sadia, I.W., (2013). Pengaruh model pembelajaran inkuiri terbimbing terhadap sikap ilmiah dan hasil belajar IPA. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Jurusan Pendidikan Dasar, 3(1), 1-10.
Erlina., Rede, A., & Saehana, S. (2016). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan aktivitas dan hasil belajar IPA siswa kelas V SD Inpres 2 kayumalue ngapa. Mitra Sains E-Journal, 4(1), 1-7.
Gilbert, J. K., De jong, O., Justi, R., Treagust, D. F., & Van driel, J. H. (2009). Chemical education: towards research-based practice. New York: Kluwer Academic Publishers.
Handaka, A., Sukarmin., & Sunarno, W. (2018). Pembelajaran fisika melalui konstruktivisme menggunakan metode inkuiri terbimbing dan inkuiri bebas modifikasi ditinjau dari motivasi berprestasi dan sikap ilmiah. Jurnal Pendidikan Sains, 7(2), 190-198.
Herlina, Kasim, A., & Mamu, H.D. (2016). Pengaruh model problem based learning dan motivasi berprestasi terhadap hasil belajar siswa pada mata pelajaran biologi kelas XI IPA MAN 2 MODEL Palu. Jurnal Sains dan Teknologi Tadulako, 5(1), 11-18.
Ika, J., Sumarti, S. S., & Widodo, A. T. (2017) Penerapan model pembelajaran inkuri terbimbing terhadap self efficacy dan hasil belajar kimia pada materi koloid. Jurnal Pendidikan Sains Inovatif, 6(1), 49-58.
Jack, G. (2013). Concept mapping and guided inquiry as effective tecniques for teaching difficult concepts in chemistry: Effect on students' academic echievement. Journal of Education and Practice, 4(5), 9-15.
Maikristina, N., Dasna, I. W., & Sulistina, O. (2014). Pengaruh penggunaan model pembelajaran inkuiri terbimbing terhadap hasil belajar dan keterampilan proses IPA siswa kelas XI IPA SMAN 3 Malang Pada materi hidrolisis garam. Malang: Universitas Negeri Malang.
Rianti, K. J., Margunayasa, I. G., & Parmiti, P. D. (2017). Pengaruh model pembelajaran inkuiri terbimbing dan motivasi berprestasi terhadap hasil belajar IPA kelas V SD. E-journal Pgsd Universitas Pendidikan Ganesha, 5(2), 1-10.
Rumithi, N.M., Santyasa, I.W., & Warpala, I.W.S., (2017). Pengaruh model pembelajaran inkuiri terbimbing dan motivasi berprestasi pada pembelajaran biologi di kelas X SMA Negeri Rendang. Jurnal Teknologi Pembelajaran, 7(2), 47-54.
Sahidin, l. & Jamil, D. (2013). Pengaruh motivasi berprestasi dan persepsi siswa tentang cara guru mengajar terhadap hasil belajar matematika. Jurnal Pendidikan Matematika, 4(2), 212-213.
Sanjaya, W. (2008). Proses pendidikan berorientasi strategi pembelajaran standar. Jakarta: Kencana Predana Media.
Santoso, T., Yuanita, l., & Erman, E. (2018). The role of students' critical questions in developing students' critical thinking skills. Journal of Physics, Ser, 953 012042, 1-6.
Silfi, R. K., & Umatin, C. (2019). Pengaruh model pembelajaran inkuiri terbimbing terhadap motivasi dan hasil belajar siswa. Jurnal Pendidikan Ilmu Sosial, 5(2), 29-36.
Sukarman., Sunaryo., & Siahaan, B. Z. (2014). Pengaruh Model Pembelajaran Inkuiri dan Motivasi Berprestasi terhadap Hasil Belajar Fisika di SMA Negeri 94 Jakarta. Prosiding seminar fisika nasional (e-journal), 3, 151-155.
Sukma., Komariyah, l. & Syam, M. (2016). Pengaruh model pembelajaran inkuiri terbimbing dan motivasi terhadap hasil belajar fisika siswa. Jurnal Saintifika, 18(1), 59-63.
Sunardi, S.S. (2010). Multimedia pembelajaran tatasurya dengan pendekatan inkuiri untuk siswa kelas X SMK. Jurnal Teknologi Informasi, 6(1), 37-42.
Viilagonzalo, E. C. (2014). Process orientex quided inquiry learning: an effective approach in enhancing student 'academic performance. Presented at the dlsu research congress 2014. Philippines: De La Salle University, Manila.
Vlassi, M. & Karaliota, A. (2012). The comparison between quided inquiry and tradional teaching method. a case study for the teaching of the structure of matter to 8th grade greek students. Academia Journal, 93(2013), 494-497.
Wahida, M., Margunayasa, I.G., & Kusmariyatni, N. (2016). Pengaruh model pembelajaran inkuri terbimbing dan motivasi berprestasi terhadap hasil belajar IPA siswa. E-journal PGSD Universitas Pendidikan Ganesha, 4(1), 1-11.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Rini Rini, Mery Napitupulu, Tri Santoso
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
