PENGARUH MODEL PEMBELAJARAN INKURI TERBIMBING TERHADAP HASIL BELAJAR SISWA - Istafada Istafada; Pramudiyanti Pramudiyanti; Berti Yolida (Universitas Lampung, 2014)
This research aimed to determine the effect of guided inquiry learning models in improving student learning achievement. This research was quasi-experimental study with pretest-posttest non-equivalent group design. The research samples were students of VIIC and VIID class which are selected by cluster random sampling. The research data were quantitative and qualitative. The quantitative data obtained from the average of pretest, posttest, and N-gain values that were statistically analyzed by t-test and U-test. The qualitative data were student learning activities and student response to using guided inquiry learning models that were descriptively analyzed. The results showed that using guided inquiry learning models can not increase student learning achievement with an average value of N-gain was 62.97. However, the student learning activities include asking the question (40.56%), formulating hypotheses (52.22%), and analyzing data (45.56%) were increased. In addition, most students gave positive response to using guided inquiry learning models. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap peningkatan hasil belajar siswa. Penelitian ini merupakan studi eksperimen semu dengan desain pretes-postes kelompok non-ekuivalen. Sampel penelitian adalah siswa kelas VIIC dan VIID yang dipilih dengan cluster random sampling. Data penelitian berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain yang dianalisis secara statistik menggunakan uji-t dan uji-U. Data kualitatif berupa aktivitas belajar siswa dan tanggapan siswa terhadap penerapan model pembelajaran ikuiri terbimbing yang dianalisis secara deskriptif. Hasil penelitian menunjukan bahwa penerapan model pembelajaran inkuiri terbimbing tidak dapat meningkatkan hasil belajar siswa dengan rata-rata nilai N-gain sebesar 62,97. Namun, aktivitas belajar siswa mencakup mengajukan pertanyaan (40,56%), merumuskan masalah (52,22%), dan menganalisis data (45,56%) meningkat. Selain itu, sebagian besar siswa memberikan tanggapan positif terhadap penerapan model pembelajaran inkuiri terbimbing. Kata kunci: aktivitas belajar siswa, hasil belajar siswa, model inkuiri terbimbing