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All Journal Journal Innovation In Education Jurnal Pendidikan Dirgantara
Rosalia Mulyani
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan LKS Terhadap Kemampuan Berpikir Kritis Siswa Kelas X SMAK Setia Bakti Ruteng Rosalia Mulyani
Journal Innovation In Education Vol. 1 No. 2 (2023): Juni : Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v1i2.177

Abstract

This study aims to determine the effeck of the guided iquiry learning model assisted by LKS on student’s critical thinking skills. This research subjects were students of class X IIS  2 dan   X IIS 4.  The result of the halp of SPSS for windows thorough the Mann Whiney test. The results of the hypothesis test show that thevalue of sig (2 table) is < 0,05 so that H0 is rejected and H1 is accepted. This mean that there is an influence of the guided inquiry learning model assisted by LKS on the by critical thinking skills of X IIS students at SMAK Setia Bakti Ruteng  the N-gain result for the eksperimental clas is 0,80 with the high category while the control class is 0,70 with the medium category. This shows thet there is an influence with the guided inquiry learning model assisted by LKS.
Pengaruh Model Pembelajaran Discovery Learning terhadap Hasil Belajar Siswa Kelas X SMA Swasta Sinar Pancasila Betun Mario Nahak; Wolfgang Asindo Seran; Rosalia Mulyani; Ivony Sarlin Asa
Jurnal Pendidikan Dirgantara Vol. 2 No. 4 (2025): November : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i4.738

Abstract

This study aims to determine the effect of the application of the Discovery Learning learning model on student learning outcomes in Geography class X at Sinar Pancasila Betun Private High School. The study used an experimental method with a pretest-posttest control group design. The study population was all students of class X, with a purposive sampling technique consisting of an experimental class and a control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity and reliability. The results showed a significant increase in learning outcomes in the experimental class after the application of the Discovery Learning learning model. The average posttest score of the experimental class was 74.0236, higher than the control class of 19.2045. Hypothesis testing using the t-test showed that the calculated t value > t table at a significance level of 5%, so the alternative hypothesis was accepted. This means that there is a positive effect of the use of the Discovery Learning learning model on student learning outcomes. Based on these findings, it is concluded that the Discovery Learning learning model is effective for improving student learning outcomes in Geography learning and can be used as an alternative innovative learning strategy in schools.
Co-Authors Ivony Sarlin Asa Mario Nahak Wolfgang Asindo Seran