<![CDATA[The purpose of this research was to know the differences in learning outcomes of students cognitive and affective aspects between Guided Discovery Learning and Guided Inquiry Learning. The design was the randomized pretest-posttest control group design. The quantitative data were obtained from pretest, posttest, N-gain which were analyzed by t test and U test. The qualitative data were obtained from observation sheet affective. The result showed that N-gain average of students experiment class II (75.40) with high criteria was better than the experiment class I (57.46) with medium criteria. The result of students affective aspect in experiment class II was 71.69 with good criteria, while the experiment class I was 3.27 with enough criteria. Thus, Guided Inquiry model is better than Guided Discovery Learning in improving student learning outcomes.Penelitian ini bertujuan mengetahui perbedaan hasil belajar aspek kognitif dan afektif siswa antara pembelajaran yang menggunakan model Guided Discovery Learning dengan Guided Inquiry Learning. Desain penelitian ini menggunakan the randomized pretest-posttest control group design. Data kuantitatif, diperoleh dari pretest, posttest, N-gain yang dianalisis menggunakan Uji-t dan Uji U. Data kualitatif berupa hasil belajar aspek afektif siswa yang diperoleh dari lembar observasi afektif dan dianalisis secara deskriptif. Hasil penelitian ini yaitu rata-rata N-gain siswa kelas eksperimen II (75.40) dengan kriteria sedang lebih baik dibandingkan kelas eksperimen I (57.46) dengan kriteria rendah.Rata-rata hasil belajar aspek afektif siswa kelas eksperimen II (71,69) berkriteria baik, sedangkan kelas eksperimen I (63,27) berkriteria cukup. Dengan demikian, model pembelajaran Guided Inquiry lebih baik dibandingkan Guided Discovery Learning dalam meningkatkan hasil belajar siswa. Kata kunci: guided discovery, guided inquiry, hasil belajar, model pembelajaran]]>
