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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Daulat Saragi
Lecturer in Universitas Negeri Medan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Influence of Guided Inquiry Learning Model and Social Interactions on PPKn Lesson Result of 5th Grade Students in Primary School (SDN) 040444 Kabanjahe School Year 2017/2018 Monica Agita Br. Tarigan; Reh Bungan Br Perangin-Angin; Daulat Saragi
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 3 (2019): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i3.366

Abstract

The purpose of this study was to find out: the PPKn learning outcomes of students taught with guided inquiry learning models, PPKn learning outcomes of students who had cooperative social interactions were higher than the learning outcomes of PPKn students who had competitive social interaction; and the interaction between guided inquiry learning models and social interactions on learning outcomes. This research is a quasi-experimental study. The population in this study were all V grade students in Primary School 040444 of  Kabanjahe, while the sample in this study were 35 students  of V-A class and 35 students of V-B class. The instrument consists of learning outcomes tests in the form of multiple choice tests and social interaction questionnaires. Data analysis using anawa two paths with the help of IBM SPSS Statistics 25 and Excel 2013 applications. The results showed that: PPKn learning outcomes of students taught using a guided inquiry learning model amounted to 82.79 higher than the average PPKn learning outcomes using the model. expository learning is 66.98, learning outcomes of students who have cooperative social interactions have an average of 87.46 and student learning outcomes that have a competitive social interaction averaging 85.3, and there are social interactions between guided inquiry learning models and interactions social influence on student learning outcomes.
Co-Authors Monica Agita Br. Tarigan Reh Bungan Br Perangin-Angin