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All Journal Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Educenter: Jurnal Ilmiah Pendidikan EDUCENTER JURNAL PENDIDIKAN
Bajoka Nainggolan
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Economics, Econometrics & Finance Education Health Professions Social Sciences

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Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) Berbantuan Video Pembelajaran Terhadap Hasil Belajar Siswa Kelas Xi SMA Pada Materi Trmokimia Tamba, Nancy Davici; Bajoka Nainggolan
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i8.88

Abstract

This research was conducted to analyze the effect of the implementation of Guided Inquiry and Direct Instruction learning models assisted by learning videos. The learning outcomes of students taught by the guided inquiry were higher than those taught by Direct Instruction. This research was carried out at SMA Negeri 1 Ronggurnihuta, Samosir Regency. This research is quasi-experimental research (Quasi-Experimental Design), which consists of an experimental class with a Guided Inquired learning model and a control class with Direct Instruction. The data is processed descriptively and quantitatively analyzed using the SPSS 20 for the windows program. 34.17, and the average value of the Posttest is 82.36. While in the control class, the average value of the pretest was 25.42, and the post-test value was 76.94. From the data processing and analysis, it was obtained that the experimental class learning outcomes with N-Gain increased by 74.28% (in the high category) and the control class with N-Gain by 69.81% (in the medium category). It can be concluded that the guided inquiry learning model assisted by video learning is better and more effective in improving student learning outcomes than the Direct Instruction model.
The Influence of Problem Based e-Modules on Students' Motivation and Learning Outcomes in Acid-Base Material Mhd. Fadhilah; Bajoka Nainggolan
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 6 No. 2 (2024): OCTOBER 2024 EDITION
Publisher : Universitas Negeri Medan

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Abstract

The purpose of this study is to ascertain how problem-based online modules affect students' learning results in acid-base chemistry and to determine the correlation of e-modules with motivation and student learning in acid-base materials at SMA Negeri 11 Medan. This research took a sample consisting of 1 group, namely the experimental group in class XI MIPA 6. Tests for normality, homogeneity, hypothesis, and correlation are used in data gathering procedures. After testing, the prerequisite is that the experimental data is normally distributed, for the homogeneous test the experimental class is homogeneous. To test the hypothesis, test is used One Sample T Test, and to test the correlation test is used Product Moment then the data results are obtained for the value hypothesis tcount > ttable, then Ha is accepted and Ho is rejected with the pret-test value in the experimental class, namely X and the post-test value in the experimental class, namely X, correlation test rcount > rtable, then Ha is accepted and Ho is rejected. The findings indicated that learning results were different before and after receiving media therapy in the form of problem-based e-modules. Additionally, the relationship between students' motivation and the chemistry learning results in problem-based e-modules.
The Effect of Problem-Based Learning and E-Modules on Student Motivation and Learning Outcomes in Hydrocarbons Alexander Robert Junianto Lumban Gaol; Bajoka Nainggolan; Henny Batu Bara
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67943

Abstract

This research conducted at SMA Negeri 2 Doloksanggul aims to: (1) determine the effect of the Problem-Based Learning (PBL) model assisted by E-Modules (4D) on improving student learning outcomes in hydrocarbon topics; (2) assess the influence of this model on increasing student learning motivation; and (3) examine the correlation between learning motivation and improved learning outcomes. Student learning outcomes in Experimental Class I improved by 82.29%, while in Experimental Class II, the improvement was 78.06%. Motivation scores averaged 79.94% in Experimental Class I, compared to 74.89% in the control class. The correlation test revealed a significant positive relationship between motivation and learning outcomes, with rtable < rcount (0.674 < 0.744), thus confirming that increased motivation contributes to improved academic performance. These findings support the use of E-Module-assisted PBL as an effective approach to enhance both student motivation and learning outcomes.
Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) Berbantuan Video Pembelajaran Terhadap Hasil Belajar Siswa Kelas Xi SMA Pada Materi Trmokimia Tamba, Nancy Davici; Bajoka Nainggolan
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i8.88

Abstract

This research was conducted to analyze the effect of the implementation of Guided Inquiry and Direct Instruction learning models assisted by learning videos. The learning outcomes of students taught by the guided inquiry were higher than those taught by Direct Instruction. This research was carried out at SMA Negeri 1 Ronggurnihuta, Samosir Regency. This research is quasi-experimental research (Quasi-Experimental Design), which consists of an experimental class with a Guided Inquired learning model and a control class with Direct Instruction. The data is processed descriptively and quantitatively analyzed using the SPSS 20 for the windows program. 34.17, and the average value of the Posttest is 82.36. While in the control class, the average value of the pretest was 25.42, and the post-test value was 76.94. From the data processing and analysis, it was obtained that the experimental class learning outcomes with N-Gain increased by 74.28% (in the high category) and the control class with N-Gain by 69.81% (in the medium category). It can be concluded that the guided inquiry learning model assisted by video learning is better and more effective in improving student learning outcomes than the Direct Instruction model.
Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) Berbantuan Video Pembelajaran Terhadap Hasil Belajar Siswa Kelas Xi SMA Pada Materi Trmokimia Tamba, Nancy Davici; Bajoka Nainggolan
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i8.88

Abstract

This research was conducted to analyze the effect of the implementation of Guided Inquiry and Direct Instruction learning models assisted by learning videos. The learning outcomes of students taught by the guided inquiry were higher than those taught by Direct Instruction. This research was carried out at SMA Negeri 1 Ronggurnihuta, Samosir Regency. This research is quasi-experimental research (Quasi-Experimental Design), which consists of an experimental class with a Guided Inquired learning model and a control class with Direct Instruction. The data is processed descriptively and quantitatively analyzed using the SPSS 20 for the windows program. 34.17, and the average value of the Posttest is 82.36. While in the control class, the average value of the pretest was 25.42, and the post-test value was 76.94. From the data processing and analysis, it was obtained that the experimental class learning outcomes with N-Gain increased by 74.28% (in the high category) and the control class with N-Gain by 69.81% (in the medium category). It can be concluded that the guided inquiry learning model assisted by video learning is better and more effective in improving student learning outcomes than the Direct Instruction model.
Co-Authors Alexander Robert Junianto Lumban Gaol Henny Batu Bara Mhd. Fadhilah Tamba, Nancy Davici