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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Indo-MathEdu Intellectuals Journal Jurnal Pijar MIPA Journal of Educational Sciences
Rika Aprianti
Physics Education Department, Faculty Of Teacher Training And Education, Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Library & Information Science Materials Science & Nanotechnology Mathematics Physics Other

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Journal : Jurnal Penelitian Pendidikan IPA (JPPIPA)

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A New Pattern to Improving Student Physics Learning Outcomes Zakirman; Widiasih Widiasih; Dodi Sukmayadi; Rika Aprianti; Khoirotun Nadiyyah
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.3324

Abstract

The low student learning outcomes in Physics can be observed by the decreasing average student learning outcomes in the last 3 years at SMA 1 Suger. Lack of precise strategy selection is a major factor in influencing student learning outcomes in Physics. In addition to learning strategy factors, students' initial abilities can be considered by teachers in choosing learning strategies to improve student learning outcomes. The purpose of this study was to compare students' learning outcomes in physics between classes using guided inquiry and discovery strategies by considering initial ability as a moderator variable. This type of research is a quasi-experimental, the sampling technique used is random sampling. This research was conducted at SMA 1 Suger, Padang Pariaman Regency. The results of the study show 1) there is a significant difference between the learning outcomes of physics students who learn to use guided inquiry and discovery strategies, 2) there are significant differences in learning outcomes between students with high and low initial abilities, 3) there is no interaction between the use of strategies and abilities early in influencing student learning outcomes.
Co-Authors Dodi Sukmayadi Dodi Sukmayadi Egi Ryan Aldino Nadiyyah, Khoirotun Uliya Khoirun Nisa Valeria Yekti Kwasaning Gusti Widiasih Zakirman