Implementation of Argument-Driven Inquiry Learning Model to Enhance Student’s Science Process Skills and Self-Efficacy

Rizka Nurul Dina (Master of Science Education Program Study, Syiah Kuala University)
Zainuddin Zainuddin (Master of Science Education Program Study, Syiah Kuala University)
Andi Ulfa Tenri Pada (Master of Biology Education Program Study, Syiah Kuala University)

JIPF (Jurnal Ilmu Pendidikan Fisika)
Vol 7, No 1 (2022): January 2022

This study aims to improve students' science process skills and self-efficacy in light wave and optical instruments learning. The research design used was a pretest-posttest control group design. The study population was 8th-grade students of SMP Negeri 8 Banda Aceh, totalling 7 classes. The samples were selected by purposive sampling so that one experimental class and one control class were selected. Data analysis used non-parametric statistics with the Mann-Whitney U test and the calculation of the n-gain score. The results showed that there were significant differences between SPS and self-efficacy students between the implementation of ADI learning model and learning model applied in schools. The n-gain score of SPS and the self-efficacy of the experimental class was higher than the n-gain score of the control class. Therefore, it can be concluded that ADI learning model is effective in enhancing student’s SPS and self-efficacy.