THE EFFECT OF GUIDED INQUIRY LEARNING MODEL ON STUDENTS LEARNING OUTCOMES IN TOPIC TEMPERATURE AND HEAT IN CLASS X SEMESTER II SMA N 1 BERASTAGIACADEMIC YEAR2013/2014.
THE EFFECT OF GUIDED INQUIRY LEARNING MODEL ON STUDENT’S
LEARNING OUTCOMES IN TOPIC TEMPERATURE AND HEAT
IN CLASS X SEMESTER II SMA N 1 BERASTAGI
ACADEMIC YEAR 2013/2014
By :
Rindy Wardhani Putri
Reg. Number 4103322019
Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE EFFECT OF GUIDED INQUIRY LEARNING MODEL
ON STUDENT’S LEARNING OUTCOMES
IN TOPIC TEMPERATURE AND HEAT
IN CLASS X SEMESTER II
SMA N 1 BERASTAGI
ACADEMIC YEAR
2013/2014
RINDY WARDHANI PUTRI (4103322019)
ABSTRACT
The purpose of this research is to know the effect of guided inquiry learning
model on student’s learning outcomes in topic temperature and heat in class X
semester II academic year 2013/2014. The type of research is experimental
research. The population is all students of class X SMA N 1 Berastagi Academic
Year 2013/2014, consist of 9 classes. Two classes selected by cluster random
sampling. One class as experiment class and another class as control class.
Experiment class using Guided Inquiry Learning Model and control class using
Conventional Learning. The instrument in this research is multiple choices and
observation sheet, multiple choices with 5 obtains and had 20 questions was valid
and observation sheet to measure the affective and psichomotoric of students.
The test like multiple choices given in pre-test and post-test, and the observation
sheet used in every meeting in twice of classes. To test the hypothesis using test t,
but previously must tested the normality and homogeneity of the data.The result
of research get the level of student’s affective and psichomotoric in experiment
class is good criteria. Result of student’s learning affective at the first meeting,
second meeting and the third meeting is increase. And in control class is less
category with the developed at the first meeting, second meeting and third
meeting just little. Result of student’s learning psichomotoric in experiment class
at the first meeting, second meeting and third meeting is increased. And in control
class is less category because the value still low. From this research get the both
of class is normal and homogeneous. After had the treatment the learning
outcomes in experiment class greater than the learning outcomes in control class.
Its mean there is the effect of Guided Inquiry Learning Model on Student’s
Learning Outcomes in Topic Temperature and Heat in Class X Semester II SMA
N 1 Berastagi Academic Year 2013/2014.
Key Word : Guided Inquiry Learning Model, Student’s Learning Outcomes,
affective, psichomotoric.
vi
TABLE OF CONTENTS
Ratification Sheet
Biography
Abstract
Preface
Table of Content
List of Figure
List of Table
List of Appendix
i
ii
iii
iv
vi
ix
x
xi
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objectives
1.6. Research Benefits
1.7. Operational Definition
1
4
4
4
5
5
5
CHAPTER II LITERARURE REVIEW
2.1. Theoritical Framework
2.1.1
Defenition of Learning
2.1.2
Learning Outcomes
2.1.2.1 Cognitive Domain
2.1.2.2 Affective Domain
2.1.2.3 Psychomotor Domain
2.1.3
Defenition of Learning Model
2.1.4
Inquiry Learning Model
2.1.4.1 Theory of Inquiry Learning Model
2.1.4.2 Principles for Using Inquiry Learning Model
2.1.4.3 Implementation of Guided Inquiry Learning Model
2.1.4.4 Advantages and Disadvantage of Guided Inquiry
Learning Model
2.1.5
Conventional Learning
2.1.5.1 Advantages and Disadvantages of Conventional
Learning
2.1.6 Learning Material
2.2. Conceptual Framework
7
7
8
9
9
10
11
12
13
14
15
20
20
21
22
28
vii
2.3.
Research Hypothesis
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.2. Population and Sample of Research
3.2.1. Population of Research
3.2.2. Sample of Research
3.3. Variable of Research
3.3.1. Independent Variable
3.3.2. Dependent Variable
3.4. Type and Design of Research
3.4.1. Type of Research
3.4.2. Design of Research
3.5. Research Procedure
3.6. Research Instrument
3.6.1. Learning Outcome Test
3.6.1.1 Content Validity
3.6.2. Instrument of Student’s Learning Activity
3.7. Data Analysis Techniques
3.7.1 Determine Average Value
3.7.2 Determine Standard Deviation
3.7.3 Homogenity Test
3.7.4 Normality Test
3.7.5 Average Similary Test (Two Tail Test)
3.7.6 Hypothesis Test
CHAPTER IV
4.1 Research Result
4.1.1 Pre Test Score of Student in Experiment Class and
Control Class
4.1.2 Data Analysis of Pre Test
4.1.2.1 Normality Test of Pre Test
4.1.2.2 Homogeneity Test of Pre Test
4.1.2.3 Hypothesis Test of Pre Test
4.1.3 Post Test Value of Student in Experiment Class and
Control Class
4.1.3.1 Data Analysis of Post Test
4.1.3.2 Normality Test of Post Test Data
4.1.3.3 Homogeneity Test of Post Test
4.1.3.4 Hypothesis Test of Post Test
29
30
30
30
30
30
30
30
31
31
31
32
33
33
33
34
36
36
36
37
37
38
39
41
43
43
43
44
45
46
46
47
47
viii
4.1.4 Observation
4.2 Disucssion
48
51
CHAPTER V
5.1 Conclusion
5.2 Suggestion
53
54
REFFERENCES
55
x
LIST OF TABLE
Table 2.1 Steps of Guided Inquiry Learning Model
19
Table 2.2 Steps of Conventional Learning that Applied in School
21
Table 3.1 Research Design
31
Table 3.2 The Spesification Learning Outcomes Test
34
Table 3.3 Rubric of Affective Assesment
35
Table 3.4 Rubric of Psichomotoric Assesment
35
Table 3.5 Criteria Assesment of Student’s Activity
36
Table 4.1 Pre Test Score and Post Test Score in Experiment Class and
Control Class
Table 4.2 Pre Test Value in Experiment Class and Control Class
41
42
Table 4.3 Normality test of Pre Test Data in Experiment Class and
Control Class
43
Table 4.4 Homogeneity Test of Pre Test
44
Table 4.5 Hypothesis Test of Pre Test Data
44
Table 4.6 Post Test Value in Experiment Class and Control Class
45
Table 4.7 Normality Test of Post Test Data in Experiment Class and
Control Class
46
Table 4.8 Homogeneity Test of Post Test Data
47
Table 4.9 Hypothesis Test of Post Test Data
47
Table 4.10 The Average of Student Affective
49
Table 4.11 The Average of Student Psichomotoric
50
ix
LIST OF FIGURE
Figure 2.1 Inquiry Model
15
Figure 2.2 Schematic of Conventional Learning
21
Figure 2.3 The Changing of State of Matter
25
Figure 2.4 Heat Transfer in Conduction
26
Figure 2.5 Heat Transfer in Convection
27
Figure 2.6 Heat Transfer in Radiation
27
Figure 3.1 Preview of Planning Research
32
Figure 4.1 Coloumn Diagram Pre Test Value in Experiment and
Control Class
42
Figure 4.2 Coloumn Diagram Post Test Value in Experiment and
Control Class
46
Figure 4.3 Developing of Student’s Affective
49
Figure 4.4 Developing of Student’s Psichomotoric
50
xi
LIST OF APPENDIX
Appendix 1 Lesson Plan I
57
Appendix 2 Lesson Plan II
68
Appendix 3 Lesson Plan III
80
Appendix 4 Student Worksheet I
93
Appendix 5 Student Worksheet II
96
Appendix 6 Lattice of Test
98
Appendix 7 Rsearch Instrument
109
Appendix 8 Key Answer of Test
115
Appendix 9 Observations Student Affective Table in Experiment Class
116
Appendix 10 Observations Student Affective Table in Control Class
126
Appendix 11 Observations Student Psichomotoric Table in
Experiment Class
136
Appendix 12 Observations Student Psichomotoric Table in Control Class 146
Appendix 13 Data of Pre Test and Post Test in Experiment Class
156
Appendix 14 Data of Pre Test and Post in Control Class
158
Appendix 15 Procedure of Statistic Calculation
160
Appendix 16 Normality Test
163
Appendix 17 Homogeneity Test Data
168
Appendix 18 Hypothesis Test
171
Appendix 19 Research Documentation
176
53
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on result research and data collection, can be concluded that :
1. The highest of student pre test value in experiment class is 60 (medium
category) and the lowest of student pre test in value in experiment class
is 20 (low category) . The highest of student post test value in
experiment class is 95 (high category) and the lowest of student post
test value in experiment class is 65 (medium category). The average of
student pre test value in experiment class is 43.23 (low category) and
the average of student post test value in experiment class is 79.19
(medium category).
2. The highest of student pre test value in control class is 65 (medium
category) and the lowest of student pre test in value in control class is
20 (low category). The highest of student post test value in control class
is 80 (high category) and the lowest of student post test value in control
class is 45 (low category). The average of student pre test value in
control class is 43.59 (low category) and the average of student post test
value in experiment class is 62.34 (medium category).
3. The learning outcomes in experiment class by using Guided Inquiry
Learning Model greater than the learning outcomes in control class by
using Conventional Learning. So there was the effect of Guided Inquiry
Learning Model on Student’s Learning Outcomes in Topic Temperature
and Heat in Class X Semester II SMA N 1 Berastagi Academic Year
2013/2014.
54
5.2 Suggestion
Based on discussion of research result and conclusion above, writer give
suggestions as below :
1. For further researcher who wants to observe using Guided Inquiry
Learning Model, observer must make students more active.
2. For further researcher who wants to observe using Guided Inquiry
Learning Model to do more efficiently may using a media in learning
process, so can increased of student outcomes.
3. For further researcher who wants to observe ysing Guided Inquiry
Learning Model should more make the experiments and observations
can be implemented, it would require the creativity of teachers to
design and create a simple lab instruments.
55
REFFERENCES
Alberta, L., (2004), Focus on inquiry : a teacher’s guide to implementing inquiry
based learning,Learning and Teaching Resources Branch, Canada.
http://education.ca/media/313361/focusoninquiry.pdf
Ambarsari,W., Santosa, S.,Marid.,(2013), Penerapan Pembelajaran Inkuiri
Terbimbing Terhadap Keterampilan Proses Sains Dasar Pada Pelajaran
Biologi Siswa Kelas Viii Smp Negeri 7 Surakarta, Jurnal Pendidikan
Biologi 5:81-95
Arikunto, S., (2007), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara,
Jakarta.
Chodijah,Siti., Fauzi Ahmad., Wulan Ratna, (2012), Pengembangan Perangkat
Pembelajaran Fisika Menggunakan Model Guided Inquiry yang
Dilengkapi Penilaian Portofolio Pada Materi Gerak Melingkar, Jurnal
Penelitian Pembelajaran Fisika 1 : 1-19.
Istarani, (2011), 58 Metode Pembelajaran Inovatif, Media Persada, Medan.
Joyce and Weil.(1980).Models of Teaching Second Edition.Prentice-Hall.
Kanginan, M., 2013, FISIKA, Erlangga, Jakarta.
Ragha, Raksha Pal Singh., Upadhyaya, Akhilesh Kumar., (2010), Effectiveness of
Inquiry Training Model on Scientific Aptitude of Students at Secondary
Level, International Journal of Education and Allied Sciences, Volume 2 :
161-168.
Sirait ,R, Sahyar.,(2013), Analis Penguasaan Konsep Awal Fisika Dan Hasil
Belajar Fisika Pada Pembelajaran Menggunakan Model Pembelajaran
Inquiry Training Pada Materi Listrik Dinamis,Jurnal Pendidikan Online
Fisika 2:1-9
Sani, Ridwan Abdul, (2013), Inovasi Pembelajaran, Bumi Aksara, Jakarta.
Sanjaya, W., (2006), Strategi Pembelajaran, Kencana, Jakarta.
Sardiman, (2010), Interaksi & Motivasi Belajar Mengajar, PT. Raja Grafindo
Persada, Jakarta.
Sudijono, A., (2009), Pengantar Evaluasi Pendikan, Rajawali Pers, Jakarta.
Sudjana, (2002), Metode Statistika, Tarsito, Bandung.
56
Sudjana, (2009), Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya,
Bandung.
Suwondo.,Wulandari,S.,
(2013),
Inquiry-Based
Active
Learning:
TheEnhancement of Attitude and Understanding of the Concept of
Experimental Design in Biostatics Course ,Asian Social Science9:212219
Trianto, (2010), Model-Model Pembelajaran Inovatif Berorientasi
Konstruktivistik, Prestasi Pustaka, Jakarta.
LEARNING OUTCOMES IN TOPIC TEMPERATURE AND HEAT
IN CLASS X SEMESTER II SMA N 1 BERASTAGI
ACADEMIC YEAR 2013/2014
By :
Rindy Wardhani Putri
Reg. Number 4103322019
Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE EFFECT OF GUIDED INQUIRY LEARNING MODEL
ON STUDENT’S LEARNING OUTCOMES
IN TOPIC TEMPERATURE AND HEAT
IN CLASS X SEMESTER II
SMA N 1 BERASTAGI
ACADEMIC YEAR
2013/2014
RINDY WARDHANI PUTRI (4103322019)
ABSTRACT
The purpose of this research is to know the effect of guided inquiry learning
model on student’s learning outcomes in topic temperature and heat in class X
semester II academic year 2013/2014. The type of research is experimental
research. The population is all students of class X SMA N 1 Berastagi Academic
Year 2013/2014, consist of 9 classes. Two classes selected by cluster random
sampling. One class as experiment class and another class as control class.
Experiment class using Guided Inquiry Learning Model and control class using
Conventional Learning. The instrument in this research is multiple choices and
observation sheet, multiple choices with 5 obtains and had 20 questions was valid
and observation sheet to measure the affective and psichomotoric of students.
The test like multiple choices given in pre-test and post-test, and the observation
sheet used in every meeting in twice of classes. To test the hypothesis using test t,
but previously must tested the normality and homogeneity of the data.The result
of research get the level of student’s affective and psichomotoric in experiment
class is good criteria. Result of student’s learning affective at the first meeting,
second meeting and the third meeting is increase. And in control class is less
category with the developed at the first meeting, second meeting and third
meeting just little. Result of student’s learning psichomotoric in experiment class
at the first meeting, second meeting and third meeting is increased. And in control
class is less category because the value still low. From this research get the both
of class is normal and homogeneous. After had the treatment the learning
outcomes in experiment class greater than the learning outcomes in control class.
Its mean there is the effect of Guided Inquiry Learning Model on Student’s
Learning Outcomes in Topic Temperature and Heat in Class X Semester II SMA
N 1 Berastagi Academic Year 2013/2014.
Key Word : Guided Inquiry Learning Model, Student’s Learning Outcomes,
affective, psichomotoric.
vi
TABLE OF CONTENTS
Ratification Sheet
Biography
Abstract
Preface
Table of Content
List of Figure
List of Table
List of Appendix
i
ii
iii
iv
vi
ix
x
xi
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objectives
1.6. Research Benefits
1.7. Operational Definition
1
4
4
4
5
5
5
CHAPTER II LITERARURE REVIEW
2.1. Theoritical Framework
2.1.1
Defenition of Learning
2.1.2
Learning Outcomes
2.1.2.1 Cognitive Domain
2.1.2.2 Affective Domain
2.1.2.3 Psychomotor Domain
2.1.3
Defenition of Learning Model
2.1.4
Inquiry Learning Model
2.1.4.1 Theory of Inquiry Learning Model
2.1.4.2 Principles for Using Inquiry Learning Model
2.1.4.3 Implementation of Guided Inquiry Learning Model
2.1.4.4 Advantages and Disadvantage of Guided Inquiry
Learning Model
2.1.5
Conventional Learning
2.1.5.1 Advantages and Disadvantages of Conventional
Learning
2.1.6 Learning Material
2.2. Conceptual Framework
7
7
8
9
9
10
11
12
13
14
15
20
20
21
22
28
vii
2.3.
Research Hypothesis
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.2. Population and Sample of Research
3.2.1. Population of Research
3.2.2. Sample of Research
3.3. Variable of Research
3.3.1. Independent Variable
3.3.2. Dependent Variable
3.4. Type and Design of Research
3.4.1. Type of Research
3.4.2. Design of Research
3.5. Research Procedure
3.6. Research Instrument
3.6.1. Learning Outcome Test
3.6.1.1 Content Validity
3.6.2. Instrument of Student’s Learning Activity
3.7. Data Analysis Techniques
3.7.1 Determine Average Value
3.7.2 Determine Standard Deviation
3.7.3 Homogenity Test
3.7.4 Normality Test
3.7.5 Average Similary Test (Two Tail Test)
3.7.6 Hypothesis Test
CHAPTER IV
4.1 Research Result
4.1.1 Pre Test Score of Student in Experiment Class and
Control Class
4.1.2 Data Analysis of Pre Test
4.1.2.1 Normality Test of Pre Test
4.1.2.2 Homogeneity Test of Pre Test
4.1.2.3 Hypothesis Test of Pre Test
4.1.3 Post Test Value of Student in Experiment Class and
Control Class
4.1.3.1 Data Analysis of Post Test
4.1.3.2 Normality Test of Post Test Data
4.1.3.3 Homogeneity Test of Post Test
4.1.3.4 Hypothesis Test of Post Test
29
30
30
30
30
30
30
30
31
31
31
32
33
33
33
34
36
36
36
37
37
38
39
41
43
43
43
44
45
46
46
47
47
viii
4.1.4 Observation
4.2 Disucssion
48
51
CHAPTER V
5.1 Conclusion
5.2 Suggestion
53
54
REFFERENCES
55
x
LIST OF TABLE
Table 2.1 Steps of Guided Inquiry Learning Model
19
Table 2.2 Steps of Conventional Learning that Applied in School
21
Table 3.1 Research Design
31
Table 3.2 The Spesification Learning Outcomes Test
34
Table 3.3 Rubric of Affective Assesment
35
Table 3.4 Rubric of Psichomotoric Assesment
35
Table 3.5 Criteria Assesment of Student’s Activity
36
Table 4.1 Pre Test Score and Post Test Score in Experiment Class and
Control Class
Table 4.2 Pre Test Value in Experiment Class and Control Class
41
42
Table 4.3 Normality test of Pre Test Data in Experiment Class and
Control Class
43
Table 4.4 Homogeneity Test of Pre Test
44
Table 4.5 Hypothesis Test of Pre Test Data
44
Table 4.6 Post Test Value in Experiment Class and Control Class
45
Table 4.7 Normality Test of Post Test Data in Experiment Class and
Control Class
46
Table 4.8 Homogeneity Test of Post Test Data
47
Table 4.9 Hypothesis Test of Post Test Data
47
Table 4.10 The Average of Student Affective
49
Table 4.11 The Average of Student Psichomotoric
50
ix
LIST OF FIGURE
Figure 2.1 Inquiry Model
15
Figure 2.2 Schematic of Conventional Learning
21
Figure 2.3 The Changing of State of Matter
25
Figure 2.4 Heat Transfer in Conduction
26
Figure 2.5 Heat Transfer in Convection
27
Figure 2.6 Heat Transfer in Radiation
27
Figure 3.1 Preview of Planning Research
32
Figure 4.1 Coloumn Diagram Pre Test Value in Experiment and
Control Class
42
Figure 4.2 Coloumn Diagram Post Test Value in Experiment and
Control Class
46
Figure 4.3 Developing of Student’s Affective
49
Figure 4.4 Developing of Student’s Psichomotoric
50
xi
LIST OF APPENDIX
Appendix 1 Lesson Plan I
57
Appendix 2 Lesson Plan II
68
Appendix 3 Lesson Plan III
80
Appendix 4 Student Worksheet I
93
Appendix 5 Student Worksheet II
96
Appendix 6 Lattice of Test
98
Appendix 7 Rsearch Instrument
109
Appendix 8 Key Answer of Test
115
Appendix 9 Observations Student Affective Table in Experiment Class
116
Appendix 10 Observations Student Affective Table in Control Class
126
Appendix 11 Observations Student Psichomotoric Table in
Experiment Class
136
Appendix 12 Observations Student Psichomotoric Table in Control Class 146
Appendix 13 Data of Pre Test and Post Test in Experiment Class
156
Appendix 14 Data of Pre Test and Post in Control Class
158
Appendix 15 Procedure of Statistic Calculation
160
Appendix 16 Normality Test
163
Appendix 17 Homogeneity Test Data
168
Appendix 18 Hypothesis Test
171
Appendix 19 Research Documentation
176
53
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on result research and data collection, can be concluded that :
1. The highest of student pre test value in experiment class is 60 (medium
category) and the lowest of student pre test in value in experiment class
is 20 (low category) . The highest of student post test value in
experiment class is 95 (high category) and the lowest of student post
test value in experiment class is 65 (medium category). The average of
student pre test value in experiment class is 43.23 (low category) and
the average of student post test value in experiment class is 79.19
(medium category).
2. The highest of student pre test value in control class is 65 (medium
category) and the lowest of student pre test in value in control class is
20 (low category). The highest of student post test value in control class
is 80 (high category) and the lowest of student post test value in control
class is 45 (low category). The average of student pre test value in
control class is 43.59 (low category) and the average of student post test
value in experiment class is 62.34 (medium category).
3. The learning outcomes in experiment class by using Guided Inquiry
Learning Model greater than the learning outcomes in control class by
using Conventional Learning. So there was the effect of Guided Inquiry
Learning Model on Student’s Learning Outcomes in Topic Temperature
and Heat in Class X Semester II SMA N 1 Berastagi Academic Year
2013/2014.
54
5.2 Suggestion
Based on discussion of research result and conclusion above, writer give
suggestions as below :
1. For further researcher who wants to observe using Guided Inquiry
Learning Model, observer must make students more active.
2. For further researcher who wants to observe using Guided Inquiry
Learning Model to do more efficiently may using a media in learning
process, so can increased of student outcomes.
3. For further researcher who wants to observe ysing Guided Inquiry
Learning Model should more make the experiments and observations
can be implemented, it would require the creativity of teachers to
design and create a simple lab instruments.
55
REFFERENCES
Alberta, L., (2004), Focus on inquiry : a teacher’s guide to implementing inquiry
based learning,Learning and Teaching Resources Branch, Canada.
http://education.ca/media/313361/focusoninquiry.pdf
Ambarsari,W., Santosa, S.,Marid.,(2013), Penerapan Pembelajaran Inkuiri
Terbimbing Terhadap Keterampilan Proses Sains Dasar Pada Pelajaran
Biologi Siswa Kelas Viii Smp Negeri 7 Surakarta, Jurnal Pendidikan
Biologi 5:81-95
Arikunto, S., (2007), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara,
Jakarta.
Chodijah,Siti., Fauzi Ahmad., Wulan Ratna, (2012), Pengembangan Perangkat
Pembelajaran Fisika Menggunakan Model Guided Inquiry yang
Dilengkapi Penilaian Portofolio Pada Materi Gerak Melingkar, Jurnal
Penelitian Pembelajaran Fisika 1 : 1-19.
Istarani, (2011), 58 Metode Pembelajaran Inovatif, Media Persada, Medan.
Joyce and Weil.(1980).Models of Teaching Second Edition.Prentice-Hall.
Kanginan, M., 2013, FISIKA, Erlangga, Jakarta.
Ragha, Raksha Pal Singh., Upadhyaya, Akhilesh Kumar., (2010), Effectiveness of
Inquiry Training Model on Scientific Aptitude of Students at Secondary
Level, International Journal of Education and Allied Sciences, Volume 2 :
161-168.
Sirait ,R, Sahyar.,(2013), Analis Penguasaan Konsep Awal Fisika Dan Hasil
Belajar Fisika Pada Pembelajaran Menggunakan Model Pembelajaran
Inquiry Training Pada Materi Listrik Dinamis,Jurnal Pendidikan Online
Fisika 2:1-9
Sani, Ridwan Abdul, (2013), Inovasi Pembelajaran, Bumi Aksara, Jakarta.
Sanjaya, W., (2006), Strategi Pembelajaran, Kencana, Jakarta.
Sardiman, (2010), Interaksi & Motivasi Belajar Mengajar, PT. Raja Grafindo
Persada, Jakarta.
Sudijono, A., (2009), Pengantar Evaluasi Pendikan, Rajawali Pers, Jakarta.
Sudjana, (2002), Metode Statistika, Tarsito, Bandung.
56
Sudjana, (2009), Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya,
Bandung.
Suwondo.,Wulandari,S.,
(2013),
Inquiry-Based
Active
Learning:
TheEnhancement of Attitude and Understanding of the Concept of
Experimental Design in Biostatics Course ,Asian Social Science9:212219
Trianto, (2010), Model-Model Pembelajaran Inovatif Berorientasi
Konstruktivistik, Prestasi Pustaka, Jakarta.