EFFECTS OF INQUIRY-BASED LEARNING MODEL ON STUDENTS LEARNING OUTCOMES IN TOPIC OF DYNAMICS ELECTRICITY IN GRADE X SMA N 2 BALIGE ACADEMIC YEAR 2012/2013.
EFFECTS OF INQUIRY-BASED LEARNING MODEL ON STUDENT’S
LEARNING OUTCOMES IN TOPIC OF DYNAMIC ELECTRICITY IN
GRADE X SMA N 2 BALIGE ACADEMIC YEAR 2012/2013
By :
Riris Mariani Rumahorbo
409322023
Bilingual Physics Education
THESIS
Submitted to Acquire Eligible of Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
PREFACE
The authors say the praise and gratitude to God Almighty, for all the graces and
blessing that provide health and wisdom to the author so thet this study can be completed
properly in accordance with the planned time.
Thesis entitled “Effects of Inquiry-Based Learning Model on Student’s Learning
Outcomes in Topic of Dynamic Electricity in Grade X SMA N 2 Balige Academic Year
2012/2013”, prepared to obtain a Sarjana Pendidikan’s degree of Physical Education, Faculty
of Mathematics and Natural Science in State University of Medan.
On this occasion the author like to say big thanks to Mr. Rahmatsyah as Thesis
Advisor who has provided guidances and suggestions to the author since the begining of the
proposal until the completion of this thesis writing. Also thank you to Prof. Dr. Motlan Sirait
M.Sc., Ph.D., Drs. Eidi Sihombing,MS, Dr.Ridwan Abdul Sani,M.Si., who have provide
corrections and suggestions from the research plan to complete the preparation of this thesis.
Thanks also presented to Dr.Derlina,M.Si., as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author in
studying and in writing this thesis. Appreciation were also presented to Headmaster and all
teacher in SMA N 2 Balige especially to Mr. Rinaldi Hutauruk who have helped during this
research. I would like to thank especially to my father S.Rumahorbo and my mother
H.Situmorang for every love and for every prayer, gave me encouragement and funding to
complete the study in State Uniersity of Medan. Also thanks to my beloved sisters and
brothers, Hendra Rumahorbo, Jefri Rumahorbo, Freddy Y. Rumahorbo, Eky Rumahorbo,
Yonbronson Rumahorbo, and two my little angel, Dion and Desy, for every prayer and every
smile. Especially thanks to all my friend “Gel. Elektromagnetik” in Bilingual Physics Class
2009, Agnesis Damanik, Astrid P. Harahap, Caroline Nainggolan, Debora Betty Sitanggang,
Dewi Situmorang, Fetriana Simanihuruk, Gita Rahani, Janiar Satrini Gultom, Jefri Waruwu,
Henriko Hutabarat, Lucius Marbun, Pretty Ambarita, Rani SN Damanik, Ribka Tambunan,
Rika Yulia Fitri, Rita Situmorang, and Tionar Melisa Malau, then my lovely “d Gembel”
Avolen Siahaan, Hanna Monika Hutabarat, Evi Valentine Silalahi, and Mas Andri Marbun,
who have helped, prayed, and gave supported to author. I also would like to thank to my
beloved sister who helped me in faith and keep my hope even in a big trouble Retni
Lumbangaol. Also thankss to my friends from Pardamean 137, Dewi Sitanggang, Dormauli
Samosir, Pauline Hutajulu, Patris Silalahi, Swi Simanjuntak, Mega Sidabutar, Junita
Sembiring, Eka Sinaga, Dewi Simanjuntak, Fitri Sinaga, Rohani Situmeang, Titin and Eta
who have helped and gave supported during my thesis writing.
The author has endeavored to as much as possible in completing yhis thesis, but the
author is aware there many drawbacks in terms of both content and grammar, then the author
welcome any suggestions and constructive criticism from readers for this thesis perfectly.
The author hope the contents of this thesis would be useful in enriching the repertoire of
knowledge.
Medan,
February 2014
Author,
Riris Mariani Rumahorbo
EFFECTS OF INQUIRY-BASED LEARNING MODEL ON STUDENT’S LEARNING
OUTCOMES IN TOPIC OF DYNAMIC ELECTRICITY IN GRADE X SMA N 2
BALIGE ACADEMIC YEAR 2012/2013
Riris Mariani Rumahorbo (Reg. Number 409322023)
ABSTRACT
This study aims to constructs learning model by using inquiry-based learning model
in topic dynamic electricity in secondary high school grade X and observe its effect on
improving cognitive learning outcomes of students
The type of research is experimental research. The population is all students of class
X SMA Negeri 2 Balige Academic Year 2012/2013, consist of 7 classes. The research done
in May 2013. Two classes selected randomly as sample. One class as experiment class and
another class as control class. Experiment class using Inquiry-based learning model and
control class using conventional learning. Research data collected through student’s learning
outcomes test in multiple choice. The test given twice, before and after treatment (pretest and
postest). To test the hypothesis using test t, but previously must tested the normality and
homogenity of the data.
From the analysis of postest data in experiment class, for concept mastery obtained
the average score is 83.59 with standard deviation 7.95, whereas the postest data in control
class obtained that the average score is 75.67 with standard deviation is 10.73. From t-test for
learning outcomes of pretest in both class obtained tcount < ttable, where tcount = 0.13 and ttable =
1.67. It means that the initial ability both of class is same. In the testing of hypothesis for
postest, the criteria is: H0 is accepted if tcount < ttable and H0 is rejected if tcount has another
score, where ttable obtained from list of distribution t. From the calculation of t-test for
learning outcomes using α = 0.05, obtained tcount = 3.79 and ttable = 1.67. This result show that
the student’s learning outcomes who treated by inquiry-based learning model is better
significantly than using conventional learning. Inquiry-based learning model makes students
more active, more enjoyable learning atmosphere, and the learning model very supportive in
increasing in the student’s learning outcomes.
CONTENTS
Legitimation Sheet
Biography
Abstract
Preface
Contents
List of Figure
List of Table
List of Appendix
Page
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problems Identification
1.3. Problems Limitation
1.4. Problems Formulation
1.5. Research Objectives
1.6. Benefits of Research
1
8
8
9
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CHAPTER II THEORITICALLY LITERATURE
2.1. Definition of Learning
2.2. Learning Outcomes
2.2.1. Cognitive Domain
2.3. The Inquiry-Based Learning Model
2.3.1. The Defenition of Inquiry-Based Learning Model
2.3.2. Process of Inquiry-Based Learning
2.3.3. Integrating Inquiry into The Classroom
2.3.4. Superiority and Weakness of Inquiry-Based Learning Model
2.4. The Conventional Stategy of Learning
2.5. Dynamic Electricity
2.5.1. Electric Current and Instrument of Electric Measurement
2.5.2. Ohm Law and Resistance
2.5.3. Electrical Power and Energy
2.5.4. Electrical Circuit of Direct Current
2.5.5. Kirchoff Law
2.6. Research’s Results With Inquiry-based Learning Model
2.7. Conceptual Framework
2.8. Hypothesis
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CHAPTER III RESEARCH METHODOLOGY
3.1. Place and Time
3.2. Population and Sample
26
26
3.2.1. Population research
3.2.2. Samples
3.3. Variable of Research
3.4. Type and Design of Research
3.4.1.Type of research
3.4.2. Design of Research
3.5. Procedure of Research
3.6. Instrument of Research
3.6.1. Validity of Tests
3.7. Technique of Data Analysis
3.7.1. Determine the Average Value and Standard Deviations
3.7.2. Test of Normality
3.7.3. Test of Homogenity
3.7.4. Test of Hypothesis
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CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Research of Research
4.1.1. Pre-test Data of Experiment and Control Class
4.1.2. Post-test Data of Experiment and Control Class
4.1.3. Tabulation of Each Question
4.2. Data Analysis
4.2.1. Normality of Data
4.2.2. Homogenity of Data
4.2.3. Hypothesis Testing
4.3. Discussion
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CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
40
40
REFERENCES
41
LIST OF TABLE
Page
Table 2.1 Revised Bloom’s Taxonomy of Cognitive
Table 2.2. Phase of inquiry-based learning
Table 2.3. Table of result of earlier research
Table 3.1. Design of research
Tabel 3.2. Spesification of test of learning outcomes
Table 4.1 Data Normality Test of Experimental and Control Class
Table 4.2 Summary of Homogenity Test Result of Data
Table 4.3 Calculation of Hypothesis Test of Post-test
12
18
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27
29
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LIST OF FIGURE
Page
Figure 2.1. Process of Inquiry-Based Learning
Figure 2.2. Graph of Relationship Between Time and Current
Figure 4.1 Bar Chart of Pre-test Data in Experimental and
Control Class
Figure 4.2 Bar Chart of Post test Data in Experimental and
Control Class
15
22
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LIST OF APPENDIX
Page
Appendix 1 Specifications of Test on Learning Outcomes
Appendix 2 Question
Appendix 3 Lesson Plan 1
Appendix 4 Worksheet 1
Appendix 5 Lesson Plan 2
Appendix 6 Worksheet 2
Appendix 7 Lesson Plan 3
Appendix 8 Worksheet 3
Appendix 9 Tabulation of Pretest Answer in Experiment Class
Appendix 10 Tabulation of Pretest Answer in Control Class
Appendix 11 Tabulation of Postest Answer in Experiment Class
Appendix 12 Tabulation of Postest Answer in Control Class
Appendix 13 Student Learning Outcomes Data
Appendix 14 Calculation Mean Value and Standard Deviation in
Experiment Class
Appendix 15 Calculation Mean Value and Standard Deviation in
Control Class
Appendix 16 Normality Test of Data
Appendix 17 Homogenity Test Calculation of Data
Appendix 18 Calculation of Hypothesis Data
Appendix 19 List of Critical value for Liliefors
Appendix 20 List of percentile Value for Distribution t
Appendix 21 List of Area Under Normal Curve 0 to z
Appendix 22 List of F Distribution
Appendix 23 Documentation
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CHAPTER I
INTRODUCTION
1.1. Background
Constitution of 1945 article 31 paragraph 1 states that every citizen is entitled to
education. Education is essentially an effort to help students improve the potential which
exists in students. The success of the achievement of the objectives of education depends on
the learning process. A study done in a good and right will speed up development of potential
students. In contrast, a study carried out by amateurish and unsuitable will make difficult
improving of students’s potential or even could not develop at all and finally avoid fields that
relate to the potential. One of the fields given since level of elementary school up to high
school that is the Natural Sciences (in Indonesia called IPA).
Natural Sciences (IPA) is concerned with how to find out about natural phenomena
systematically, so that the Natural Sciences is not just a collection of knowledge mastery of
facts, concepts, or only principles but also is a process of discovery. Natural Sciences
education expected to become a vehicle for learners to learn about human and surroundings,
as well as the prospect of further development in applying them in everyday life. The process
of learning places emphasis on providing hands-on experience to develop competence in
order for learners to explore and understand the natural surroundings scientifically. Natural
Sciences education geared to finding out and doing so can help learners to gain a deeper
understanding of the natural surroundings.(Badan Standard Nasional Pendidikan, 2006).
Science education at high school level is divided into several subjects to be chemistry,
physics, and biology, and studied by each student in the first year. On the second and third
year of high school, Natural Science became one of majors program where the material
provided and more analytical study time.
Physics is one of the science education that to be important to attended in the world
of education in both national and international. Studying the physics of natural phenomena
which occur in everyday life and is explained scientifically and can be proven through a
practice in the laboratory or in the field. Historically many experts study physics in detail in
one aspect and giving inventions and new concepts are very useful for the development of
human life. Experts try to learn what happens in nature, understand the concept, practice the
same thing, practicing the other possibilities of happening and poured it into a masterpiece.
This works in the development of technology that was donated has an effect on the increase
of human civilization.
Based on curriculum of 2006, the aim of learning Physics in Secondary High School
(in Indonesia SMA) are: ( a ) to gain experience in applying scientific method through trial or
experiment where students do it through the testing of hypotheses betatesting mounting
instrument, retrieval, processing data, and its interpretation and submit the experiment
verbally and in writing; ( b ), understanding the concept principle law, and
interconnectedness and theoretical physicist and mutual action to resolve problems in daily
life and technology. Capability of observation and experiment is emphasized on exercise
think that includes ability diagnosticate experimental apparatus used in measuring, both in the
laboratory and in everyday life (Badan Standard Nasional Pendidikan, 2006 ). It is hinted that
in physics learning need for the right blend between theory and experiment that supports the
theory of knowledge. Thus students follow a process of learning more meaningful through his
own experience mengeksplorasikan with scientific experiments that start from an observation
came to the conclusion that will become the new knowledge.
During this time, most of the learning of Physics in schools using the teacher
learning center with reason that physics is difficult to taught so that teachers need delivering
learning in detail. But this matter often makes students bored in classrooms and don't have
the opportunity to develop the ability to think conceptually because the teacher focuses on
solving the question mathematically. Preparation for National Exams(in Indonesia Ujian
Nasional) or National College entrance exam, became one of the reasons why teachers give
priority to resolving the question mathematically.
According to constructivists view of learning every students constuct their own
understanding about the content of every case. This perpective based on premise that every
people construct their own views of the world around, through integrating the individual
experiences and schema with new knowledge. Therefore, constructivism focuses on
preparing the students to solve problems in ambiguous situations. From a constructivist
perspective, knowledge is not independent of the knower; knowledge consists of physical and
abstract objects in experience. For example, there is no one true definition of inquiry waiting
to be discovered, but an understanding of inquiry is constructed by individual himself. Every
students needs to be active to investigating around, because by involved directly in an
investigation, student construct their own understanding and built the ability in solvel
problem and new knowledge. Furthermore, physics is not only a theoritically sciences, so
many of physics concepts can be seen in real life or done using models and media in
experiment.
In the school observed by researchers also performed a teacher center learning and
teaching of Physics in mathematically. This is bring an effect in student outcomes in National
Exam that not satisfying enough. According to the data value of the UN during the last ten
years, starting from the school year 2001/2002 to 2010/2011 school year, the value of the UN
on the lessons of physics having the lowest value 5.24 on the school year 2001/2002. While
the next year has increased until it reaches the highest value 8.56 at 2004/2005 school year.
Then experienced a decline until the value of 6.84 in academic year 2010/2011.
Based on the data known that the achievement of physics students in a school is still
not good enough and unstable. Compared with other subjects physics is always occupy one of
the lowest position on the national examinations. Seen more in again, students achievement
in daily learning is also low, including interest and motivation to learn physics. Based on
interviews directly to some students, known that most of graders X dislike lesson in physics.
The reason, physics is very difficult to understood, physics had complicated formulas, or the
teacher less interactive.
Inquiry-based learning environment is one that provides and supports development
of learning experiences where students observe events, ask questions, construct explanations,
test those explanations, use critical and logical thinking, generalize observed patterns, and
consider alternative explanations. The questions lead to the curious for answers to the
question (or for solutions to a problem) and result in the beginning of exploration and
hypotheses creation. These hypotheses lead to an investigation to test the hypothesis or find
answers and solutions to the question and/or problem. The investigation leads to the creation
or construction of new knowledge based on investigation findings.
Inquiry-based learning models not only include the development of intellectual
abilities, but the entire development potential, including the emotional development and skills
development. The learning materials are not given directly. The role of students in this model
is to seek and find their own subject matter, while teachers act as facilitators and mentors
students to learn. (Novak, 1977). Dale’s cone of experiences states that by viewing the
demonstration people remember 50% of what he saw and heard in the demonstration, while
doing it in a practical, man can remember 90% of what heve done.
Researchers in several countries had been doing some research to find out any real
effect of inquiry-based learning model againts learning outcomes or the ability of developing
students knowledge, of whom:
Study entitled “Effects of Inquiry-based Learning on Students’ Science Literacy
Skills and Confidence” done by Peggy Brickman, Cara Gormally, Norris Armstrong, from
University of Georgia and Brittan Hallar from West Virginia Higher Education Policy
Commission Division of Science and Research (2009). According to this study, in the
sciences, inquiry based learning has been widely promoted to increase literacy and skill
development, but there has been little comparison to more traditional curricula. In this study,
they demonstrated greater improvements in students’ science literacy and research skills
using inquiry lab instruction. They also found that inquiry students gained self-confidence in
scientific abilities, but traditional students’ gain was greater –likely indicating that the
traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic
science exposure but acknowledged that experiencing the complexity and frustrations faced
by practicing scientists was challenging, and may explain the widespread reported student
resistance to inquiry curricula.
Abdelraheem, A., & Asan, A(2006) also done the study entitled “The Effectiveness
of Inquiry-based Technology Enhanced Collaborative Learning Environment”. The
purpose of this study is to examine the effect of inquiry-based learning model enhanced
collaborative learning environment on students' learning experiences. Success has been
reported in the development of course units using technology as cognitive tools, benefiting
both graduate and undergraduate students. This study showed that well designed an inquirybased technology enhanced collaborative learning environment can enhance students learning
experiences. In the well designed inquiry-based learning students asks questions. These
questions lead to the desire for answers to the question and result in the beginning of
exploration and hypotheses creation. These hypotheses lead to an investigation to test the
hypothesis or find answers and solutions to the question and/or problem. The investigation
leads to the creation or construction of new knowledge based on investigation findings.
Students discusses and reflects on this newly-acquired knowledge, which, in turn leads to
more questions and investigations that lead to conclusion.Also found evidence that an
Inquiry-based technology enhanced collaborative learning can help students acquire and
flexibly use complex knowledge.
Another researcher, K-E. Chang, Y-T. Sung, and C-L. Lee (2003) done a study
entitled “Web-based collaborative inquiry learning”. This study proposes a web-based
collaborative inquiry learning system. This system uses the World-wide web (www) as a
source of knowledge exploration, and provides exploratory problems to guide students to
think and explore. A concept map is used as a tool of anchoring and representing knowledge
during inquiry process. In the process of learning, learners are allowed to exchange the
evidence they have collected, their personal opinions, and the concept maps that they have
built. In order to effectively integrate the inquiry learning, collaborative learning, and concept
map in the system, this study proposes a collaborative inquiry learning model and related
learning activities.
In Indonesia, some researchers previously have also been researching on application
of inquiry-based learning model as an effort to improve student learning outcomes and
successfully proved that inquiry-based learning model was able to increase the understanding
of the concepts and student learning outcomes. One of the researchers, Primadani and Alimuf
Rohmah Arief (2012) who conducted a study entitled “Pengaruh Model pembelajaran
Guided Inquiry dengan Self Assesment terhadap Hasil Belajar Siswa Kelas X pada
Materi Listrik Dinamis di SMA Negeri 1 Krian. Researchers try to apply the guided
inquiry-based learning model with self assessment. This research aims to determine the effect
of guided inquiry learning model with self assessment to students learning outcomes class X
in the material dynamic electricity at SMA Negeri 1 Krian. From the analysis obtained the
conclusion that the application of guided inquiry-based learning model with self assessment
has a positive effect to students learning outcomes class X in the material dynamic electricity
at SMA Negeri 1 Krian.
From study entiled “Pengaruh Model Pembelajaran Inquiry Terhadap Hasil
Belajar siswa pada Materi Pokok Suhu dan Kalor di Kelas X Semester II SMA N I
Percut Sei Tuan T.P. 2010/2011” done by Rubianum (2011) obtained that the results of
student learning in the classroom of experiment, which uses the inquiri-based learning model
have an average value 70.25 with standard deviation 18.15. Whereas in the class of control
that uses the conventional learning model obtained average value 62,50 with standard
deviation 18.15. In this study there were obstacles experienced when doing research, namely
in terms of allocating material at each stage of learning and set up the division of groups of
students hard because students do not get used to learning in groups.
Further researches mentioned above use the model of inquiry-based learning with
different approach. Besides that also there is a difference a few things as research purposes,
the term that observed, and of course the result obtained. However, there is a similarity is in
the event that inquiry-based learning influential positive in the development of knowledge
and behavioral science student. Of course these things affect the learning outcomes of the
students in the subject that observed, tha learning outcomes is better after given treatment use
the model of inquiry-based learning compared with before apply inquiry-based learning.
Dynamic electricity constituting a topic of lectures in grade X second semester and
is the very important concept in the curriculum of physics learning. This concept is actually
very interesting and close to the phenomenon that can be seen in daily life, but in reality,
most students have difficulties in learning the concepts and apply on the issue of daily. It is
caused by in learning at school, students only accept the study by listening and write down
the laws used on dynamic electricity without really understand the concept.
In connection with that, a study needs to be done so that the teacher can teach in a
school with fun and vary in their teaching. Researchers want to apply model of inquiry-based
learning in physics subjects in high school. The using of inquiry-based learning model is one
of the recommended way to help students understand the concepts of physics so that student
learning outcomes better. In addition to give understanding easily, the inquiry-based learning
model could also give a good learning motivation and attract the attention of students as seen
or experienced the events directly related to the concept learned by students.
Based on it above, researchers interested do research influence inquiry-based
learning model on topic listik dynamic, by title “Effects of Inquiry-Based Learning Model
on Student’s Learning Outcomes in Topic of Dynamic Electricity in Grade X SMA N 2
Balige Academic Year 2012/2013”
1.2. Problems Identification
From the explanation above, can be identified the scope of the problem, namely:
1. The learning process of physics that is teacher-oriented, then students are rarely
involved to think discover a concept of physics in daily life so that learning
physics becomes boring.
2. The using of a less varied learning model, as well as the still low level of
understanding of the concepts and student learning outcomes.
1.3. Problems Limitation
Focus on this research is implementation of inquiry-based learning model in material
of electric dynamic concept to improve student’s learning outcomes in secondary high school
grade X limited on the following:
1. Research conducted in two classes namely class of control and class of
experiment that implement inquiry-based learning.
2. Improvement of the cognitive aspects of students learning outcomes is change of
the cognitive aspect of student learning outcomes after using inquiry-based learning
models. Cognitive aspects of student’s learning outcomes can be reviewed on this
research is limited on level remember (C1), understand (C2), apply (C3), analyze
(C4), evaluate (C5), and create (C6) in the cognitive domain of the revised Bloom's
taxonomy.
3. Mattter of physics which reviewed at this research is dynamic electricity which
includes concepts: (1) Electric Current and Instrument of Elecrical Measurement,
(2) Electric Resistance and Ohm Law, (3) Electrical Power and Energy, (4)
Electrical Circuit of Direct Current, and (5) Kirchoff law.
1.4. Problems Formulation
Based on the background that has been explained above so it can be compiled
research problems as follows:
“Do implementation of inquiry-based learning model can further enhance the
learning outcome of students of class X on the topic of Dynamic Electric?”
Problem Formulation above can be divided into several research questions:
1. How the average of student learning outcomes in the cognitive aspect of dynamic
electricity material after learning by using an inquiry-based learning model?
2. There is significant differences between student learning outcomes use inquirybased learning model and conventional model.
1.5. Research Objectives
This study aims to constructs learning model by using inquiry-based learning model
in topic dynamic electricity in secondary high school grade X and observe its effect on
improving cognitive learning outcomes of students.
1.6. Benefits of Research
This study provides information on the development process of learning physics by
using inquiry-based learning model. This research can be expected a correction or a
preliminary study to the development of inquiry-based model in learning physics. For
students, this research is expected to facilitate the development of a knowledge base through
the experience of the students directly in learning to be able to explore, explain and analyze
the physics concept logically and conceptually.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, data analysis, and discussion so can be concluded
that:
1. There is effect of using Inquiry-based learning model in learning outcomes of
student grade X SMA N 2 Balige in Physics lesson of Dynamic Electricity topic,
where is average of learning outcomes while using Inquiry-based learning model
is higher, that is 83.59 than students who learn with conventional model, that is
75.67. This result can happened because in Inquiry-based learning model,
students learn the topic with experiment based worksheet and based application
in daily life. Then students are easier to understanding about the topic.
2. There is significant effect of using Inquiry-based learning model in learning
outcomes of student grade X SMA N 2 Balige in Physics lesson of Dynamic
Electricity topic. Inquiry-based learning model makes students more active, more
enjoyable learning atmosphere, and the learning model very supportive in
increasing in the student’s learning outcomes.
5.2 Suggestion
Based on research result and discussion before, researcher give suggestions as
Experiences of researcher, the time when learning activities occur not manage well.
To make the experiments in Inquiry-based learning model can be implemented, it
would require the creativity of teachers to design and create a simple lab instruments
and also the guidance from teacher when student doing experiment is really needed.
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LEARNING OUTCOMES IN TOPIC OF DYNAMIC ELECTRICITY IN
GRADE X SMA N 2 BALIGE ACADEMIC YEAR 2012/2013
By :
Riris Mariani Rumahorbo
409322023
Bilingual Physics Education
THESIS
Submitted to Acquire Eligible of Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
PREFACE
The authors say the praise and gratitude to God Almighty, for all the graces and
blessing that provide health and wisdom to the author so thet this study can be completed
properly in accordance with the planned time.
Thesis entitled “Effects of Inquiry-Based Learning Model on Student’s Learning
Outcomes in Topic of Dynamic Electricity in Grade X SMA N 2 Balige Academic Year
2012/2013”, prepared to obtain a Sarjana Pendidikan’s degree of Physical Education, Faculty
of Mathematics and Natural Science in State University of Medan.
On this occasion the author like to say big thanks to Mr. Rahmatsyah as Thesis
Advisor who has provided guidances and suggestions to the author since the begining of the
proposal until the completion of this thesis writing. Also thank you to Prof. Dr. Motlan Sirait
M.Sc., Ph.D., Drs. Eidi Sihombing,MS, Dr.Ridwan Abdul Sani,M.Si., who have provide
corrections and suggestions from the research plan to complete the preparation of this thesis.
Thanks also presented to Dr.Derlina,M.Si., as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author in
studying and in writing this thesis. Appreciation were also presented to Headmaster and all
teacher in SMA N 2 Balige especially to Mr. Rinaldi Hutauruk who have helped during this
research. I would like to thank especially to my father S.Rumahorbo and my mother
H.Situmorang for every love and for every prayer, gave me encouragement and funding to
complete the study in State Uniersity of Medan. Also thanks to my beloved sisters and
brothers, Hendra Rumahorbo, Jefri Rumahorbo, Freddy Y. Rumahorbo, Eky Rumahorbo,
Yonbronson Rumahorbo, and two my little angel, Dion and Desy, for every prayer and every
smile. Especially thanks to all my friend “Gel. Elektromagnetik” in Bilingual Physics Class
2009, Agnesis Damanik, Astrid P. Harahap, Caroline Nainggolan, Debora Betty Sitanggang,
Dewi Situmorang, Fetriana Simanihuruk, Gita Rahani, Janiar Satrini Gultom, Jefri Waruwu,
Henriko Hutabarat, Lucius Marbun, Pretty Ambarita, Rani SN Damanik, Ribka Tambunan,
Rika Yulia Fitri, Rita Situmorang, and Tionar Melisa Malau, then my lovely “d Gembel”
Avolen Siahaan, Hanna Monika Hutabarat, Evi Valentine Silalahi, and Mas Andri Marbun,
who have helped, prayed, and gave supported to author. I also would like to thank to my
beloved sister who helped me in faith and keep my hope even in a big trouble Retni
Lumbangaol. Also thankss to my friends from Pardamean 137, Dewi Sitanggang, Dormauli
Samosir, Pauline Hutajulu, Patris Silalahi, Swi Simanjuntak, Mega Sidabutar, Junita
Sembiring, Eka Sinaga, Dewi Simanjuntak, Fitri Sinaga, Rohani Situmeang, Titin and Eta
who have helped and gave supported during my thesis writing.
The author has endeavored to as much as possible in completing yhis thesis, but the
author is aware there many drawbacks in terms of both content and grammar, then the author
welcome any suggestions and constructive criticism from readers for this thesis perfectly.
The author hope the contents of this thesis would be useful in enriching the repertoire of
knowledge.
Medan,
February 2014
Author,
Riris Mariani Rumahorbo
EFFECTS OF INQUIRY-BASED LEARNING MODEL ON STUDENT’S LEARNING
OUTCOMES IN TOPIC OF DYNAMIC ELECTRICITY IN GRADE X SMA N 2
BALIGE ACADEMIC YEAR 2012/2013
Riris Mariani Rumahorbo (Reg. Number 409322023)
ABSTRACT
This study aims to constructs learning model by using inquiry-based learning model
in topic dynamic electricity in secondary high school grade X and observe its effect on
improving cognitive learning outcomes of students
The type of research is experimental research. The population is all students of class
X SMA Negeri 2 Balige Academic Year 2012/2013, consist of 7 classes. The research done
in May 2013. Two classes selected randomly as sample. One class as experiment class and
another class as control class. Experiment class using Inquiry-based learning model and
control class using conventional learning. Research data collected through student’s learning
outcomes test in multiple choice. The test given twice, before and after treatment (pretest and
postest). To test the hypothesis using test t, but previously must tested the normality and
homogenity of the data.
From the analysis of postest data in experiment class, for concept mastery obtained
the average score is 83.59 with standard deviation 7.95, whereas the postest data in control
class obtained that the average score is 75.67 with standard deviation is 10.73. From t-test for
learning outcomes of pretest in both class obtained tcount < ttable, where tcount = 0.13 and ttable =
1.67. It means that the initial ability both of class is same. In the testing of hypothesis for
postest, the criteria is: H0 is accepted if tcount < ttable and H0 is rejected if tcount has another
score, where ttable obtained from list of distribution t. From the calculation of t-test for
learning outcomes using α = 0.05, obtained tcount = 3.79 and ttable = 1.67. This result show that
the student’s learning outcomes who treated by inquiry-based learning model is better
significantly than using conventional learning. Inquiry-based learning model makes students
more active, more enjoyable learning atmosphere, and the learning model very supportive in
increasing in the student’s learning outcomes.
CONTENTS
Legitimation Sheet
Biography
Abstract
Preface
Contents
List of Figure
List of Table
List of Appendix
Page
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CHAPTER I INTRODUCTION
1.1. Background
1.2. Problems Identification
1.3. Problems Limitation
1.4. Problems Formulation
1.5. Research Objectives
1.6. Benefits of Research
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CHAPTER II THEORITICALLY LITERATURE
2.1. Definition of Learning
2.2. Learning Outcomes
2.2.1. Cognitive Domain
2.3. The Inquiry-Based Learning Model
2.3.1. The Defenition of Inquiry-Based Learning Model
2.3.2. Process of Inquiry-Based Learning
2.3.3. Integrating Inquiry into The Classroom
2.3.4. Superiority and Weakness of Inquiry-Based Learning Model
2.4. The Conventional Stategy of Learning
2.5. Dynamic Electricity
2.5.1. Electric Current and Instrument of Electric Measurement
2.5.2. Ohm Law and Resistance
2.5.3. Electrical Power and Energy
2.5.4. Electrical Circuit of Direct Current
2.5.5. Kirchoff Law
2.6. Research’s Results With Inquiry-based Learning Model
2.7. Conceptual Framework
2.8. Hypothesis
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CHAPTER III RESEARCH METHODOLOGY
3.1. Place and Time
3.2. Population and Sample
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3.2.1. Population research
3.2.2. Samples
3.3. Variable of Research
3.4. Type and Design of Research
3.4.1.Type of research
3.4.2. Design of Research
3.5. Procedure of Research
3.6. Instrument of Research
3.6.1. Validity of Tests
3.7. Technique of Data Analysis
3.7.1. Determine the Average Value and Standard Deviations
3.7.2. Test of Normality
3.7.3. Test of Homogenity
3.7.4. Test of Hypothesis
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CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Research of Research
4.1.1. Pre-test Data of Experiment and Control Class
4.1.2. Post-test Data of Experiment and Control Class
4.1.3. Tabulation of Each Question
4.2. Data Analysis
4.2.1. Normality of Data
4.2.2. Homogenity of Data
4.2.3. Hypothesis Testing
4.3. Discussion
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CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
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REFERENCES
41
LIST OF TABLE
Page
Table 2.1 Revised Bloom’s Taxonomy of Cognitive
Table 2.2. Phase of inquiry-based learning
Table 2.3. Table of result of earlier research
Table 3.1. Design of research
Tabel 3.2. Spesification of test of learning outcomes
Table 4.1 Data Normality Test of Experimental and Control Class
Table 4.2 Summary of Homogenity Test Result of Data
Table 4.3 Calculation of Hypothesis Test of Post-test
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LIST OF FIGURE
Page
Figure 2.1. Process of Inquiry-Based Learning
Figure 2.2. Graph of Relationship Between Time and Current
Figure 4.1 Bar Chart of Pre-test Data in Experimental and
Control Class
Figure 4.2 Bar Chart of Post test Data in Experimental and
Control Class
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LIST OF APPENDIX
Page
Appendix 1 Specifications of Test on Learning Outcomes
Appendix 2 Question
Appendix 3 Lesson Plan 1
Appendix 4 Worksheet 1
Appendix 5 Lesson Plan 2
Appendix 6 Worksheet 2
Appendix 7 Lesson Plan 3
Appendix 8 Worksheet 3
Appendix 9 Tabulation of Pretest Answer in Experiment Class
Appendix 10 Tabulation of Pretest Answer in Control Class
Appendix 11 Tabulation of Postest Answer in Experiment Class
Appendix 12 Tabulation of Postest Answer in Control Class
Appendix 13 Student Learning Outcomes Data
Appendix 14 Calculation Mean Value and Standard Deviation in
Experiment Class
Appendix 15 Calculation Mean Value and Standard Deviation in
Control Class
Appendix 16 Normality Test of Data
Appendix 17 Homogenity Test Calculation of Data
Appendix 18 Calculation of Hypothesis Data
Appendix 19 List of Critical value for Liliefors
Appendix 20 List of percentile Value for Distribution t
Appendix 21 List of Area Under Normal Curve 0 to z
Appendix 22 List of F Distribution
Appendix 23 Documentation
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CHAPTER I
INTRODUCTION
1.1. Background
Constitution of 1945 article 31 paragraph 1 states that every citizen is entitled to
education. Education is essentially an effort to help students improve the potential which
exists in students. The success of the achievement of the objectives of education depends on
the learning process. A study done in a good and right will speed up development of potential
students. In contrast, a study carried out by amateurish and unsuitable will make difficult
improving of students’s potential or even could not develop at all and finally avoid fields that
relate to the potential. One of the fields given since level of elementary school up to high
school that is the Natural Sciences (in Indonesia called IPA).
Natural Sciences (IPA) is concerned with how to find out about natural phenomena
systematically, so that the Natural Sciences is not just a collection of knowledge mastery of
facts, concepts, or only principles but also is a process of discovery. Natural Sciences
education expected to become a vehicle for learners to learn about human and surroundings,
as well as the prospect of further development in applying them in everyday life. The process
of learning places emphasis on providing hands-on experience to develop competence in
order for learners to explore and understand the natural surroundings scientifically. Natural
Sciences education geared to finding out and doing so can help learners to gain a deeper
understanding of the natural surroundings.(Badan Standard Nasional Pendidikan, 2006).
Science education at high school level is divided into several subjects to be chemistry,
physics, and biology, and studied by each student in the first year. On the second and third
year of high school, Natural Science became one of majors program where the material
provided and more analytical study time.
Physics is one of the science education that to be important to attended in the world
of education in both national and international. Studying the physics of natural phenomena
which occur in everyday life and is explained scientifically and can be proven through a
practice in the laboratory or in the field. Historically many experts study physics in detail in
one aspect and giving inventions and new concepts are very useful for the development of
human life. Experts try to learn what happens in nature, understand the concept, practice the
same thing, practicing the other possibilities of happening and poured it into a masterpiece.
This works in the development of technology that was donated has an effect on the increase
of human civilization.
Based on curriculum of 2006, the aim of learning Physics in Secondary High School
(in Indonesia SMA) are: ( a ) to gain experience in applying scientific method through trial or
experiment where students do it through the testing of hypotheses betatesting mounting
instrument, retrieval, processing data, and its interpretation and submit the experiment
verbally and in writing; ( b ), understanding the concept principle law, and
interconnectedness and theoretical physicist and mutual action to resolve problems in daily
life and technology. Capability of observation and experiment is emphasized on exercise
think that includes ability diagnosticate experimental apparatus used in measuring, both in the
laboratory and in everyday life (Badan Standard Nasional Pendidikan, 2006 ). It is hinted that
in physics learning need for the right blend between theory and experiment that supports the
theory of knowledge. Thus students follow a process of learning more meaningful through his
own experience mengeksplorasikan with scientific experiments that start from an observation
came to the conclusion that will become the new knowledge.
During this time, most of the learning of Physics in schools using the teacher
learning center with reason that physics is difficult to taught so that teachers need delivering
learning in detail. But this matter often makes students bored in classrooms and don't have
the opportunity to develop the ability to think conceptually because the teacher focuses on
solving the question mathematically. Preparation for National Exams(in Indonesia Ujian
Nasional) or National College entrance exam, became one of the reasons why teachers give
priority to resolving the question mathematically.
According to constructivists view of learning every students constuct their own
understanding about the content of every case. This perpective based on premise that every
people construct their own views of the world around, through integrating the individual
experiences and schema with new knowledge. Therefore, constructivism focuses on
preparing the students to solve problems in ambiguous situations. From a constructivist
perspective, knowledge is not independent of the knower; knowledge consists of physical and
abstract objects in experience. For example, there is no one true definition of inquiry waiting
to be discovered, but an understanding of inquiry is constructed by individual himself. Every
students needs to be active to investigating around, because by involved directly in an
investigation, student construct their own understanding and built the ability in solvel
problem and new knowledge. Furthermore, physics is not only a theoritically sciences, so
many of physics concepts can be seen in real life or done using models and media in
experiment.
In the school observed by researchers also performed a teacher center learning and
teaching of Physics in mathematically. This is bring an effect in student outcomes in National
Exam that not satisfying enough. According to the data value of the UN during the last ten
years, starting from the school year 2001/2002 to 2010/2011 school year, the value of the UN
on the lessons of physics having the lowest value 5.24 on the school year 2001/2002. While
the next year has increased until it reaches the highest value 8.56 at 2004/2005 school year.
Then experienced a decline until the value of 6.84 in academic year 2010/2011.
Based on the data known that the achievement of physics students in a school is still
not good enough and unstable. Compared with other subjects physics is always occupy one of
the lowest position on the national examinations. Seen more in again, students achievement
in daily learning is also low, including interest and motivation to learn physics. Based on
interviews directly to some students, known that most of graders X dislike lesson in physics.
The reason, physics is very difficult to understood, physics had complicated formulas, or the
teacher less interactive.
Inquiry-based learning environment is one that provides and supports development
of learning experiences where students observe events, ask questions, construct explanations,
test those explanations, use critical and logical thinking, generalize observed patterns, and
consider alternative explanations. The questions lead to the curious for answers to the
question (or for solutions to a problem) and result in the beginning of exploration and
hypotheses creation. These hypotheses lead to an investigation to test the hypothesis or find
answers and solutions to the question and/or problem. The investigation leads to the creation
or construction of new knowledge based on investigation findings.
Inquiry-based learning models not only include the development of intellectual
abilities, but the entire development potential, including the emotional development and skills
development. The learning materials are not given directly. The role of students in this model
is to seek and find their own subject matter, while teachers act as facilitators and mentors
students to learn. (Novak, 1977). Dale’s cone of experiences states that by viewing the
demonstration people remember 50% of what he saw and heard in the demonstration, while
doing it in a practical, man can remember 90% of what heve done.
Researchers in several countries had been doing some research to find out any real
effect of inquiry-based learning model againts learning outcomes or the ability of developing
students knowledge, of whom:
Study entitled “Effects of Inquiry-based Learning on Students’ Science Literacy
Skills and Confidence” done by Peggy Brickman, Cara Gormally, Norris Armstrong, from
University of Georgia and Brittan Hallar from West Virginia Higher Education Policy
Commission Division of Science and Research (2009). According to this study, in the
sciences, inquiry based learning has been widely promoted to increase literacy and skill
development, but there has been little comparison to more traditional curricula. In this study,
they demonstrated greater improvements in students’ science literacy and research skills
using inquiry lab instruction. They also found that inquiry students gained self-confidence in
scientific abilities, but traditional students’ gain was greater –likely indicating that the
traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic
science exposure but acknowledged that experiencing the complexity and frustrations faced
by practicing scientists was challenging, and may explain the widespread reported student
resistance to inquiry curricula.
Abdelraheem, A., & Asan, A(2006) also done the study entitled “The Effectiveness
of Inquiry-based Technology Enhanced Collaborative Learning Environment”. The
purpose of this study is to examine the effect of inquiry-based learning model enhanced
collaborative learning environment on students' learning experiences. Success has been
reported in the development of course units using technology as cognitive tools, benefiting
both graduate and undergraduate students. This study showed that well designed an inquirybased technology enhanced collaborative learning environment can enhance students learning
experiences. In the well designed inquiry-based learning students asks questions. These
questions lead to the desire for answers to the question and result in the beginning of
exploration and hypotheses creation. These hypotheses lead to an investigation to test the
hypothesis or find answers and solutions to the question and/or problem. The investigation
leads to the creation or construction of new knowledge based on investigation findings.
Students discusses and reflects on this newly-acquired knowledge, which, in turn leads to
more questions and investigations that lead to conclusion.Also found evidence that an
Inquiry-based technology enhanced collaborative learning can help students acquire and
flexibly use complex knowledge.
Another researcher, K-E. Chang, Y-T. Sung, and C-L. Lee (2003) done a study
entitled “Web-based collaborative inquiry learning”. This study proposes a web-based
collaborative inquiry learning system. This system uses the World-wide web (www) as a
source of knowledge exploration, and provides exploratory problems to guide students to
think and explore. A concept map is used as a tool of anchoring and representing knowledge
during inquiry process. In the process of learning, learners are allowed to exchange the
evidence they have collected, their personal opinions, and the concept maps that they have
built. In order to effectively integrate the inquiry learning, collaborative learning, and concept
map in the system, this study proposes a collaborative inquiry learning model and related
learning activities.
In Indonesia, some researchers previously have also been researching on application
of inquiry-based learning model as an effort to improve student learning outcomes and
successfully proved that inquiry-based learning model was able to increase the understanding
of the concepts and student learning outcomes. One of the researchers, Primadani and Alimuf
Rohmah Arief (2012) who conducted a study entitled “Pengaruh Model pembelajaran
Guided Inquiry dengan Self Assesment terhadap Hasil Belajar Siswa Kelas X pada
Materi Listrik Dinamis di SMA Negeri 1 Krian. Researchers try to apply the guided
inquiry-based learning model with self assessment. This research aims to determine the effect
of guided inquiry learning model with self assessment to students learning outcomes class X
in the material dynamic electricity at SMA Negeri 1 Krian. From the analysis obtained the
conclusion that the application of guided inquiry-based learning model with self assessment
has a positive effect to students learning outcomes class X in the material dynamic electricity
at SMA Negeri 1 Krian.
From study entiled “Pengaruh Model Pembelajaran Inquiry Terhadap Hasil
Belajar siswa pada Materi Pokok Suhu dan Kalor di Kelas X Semester II SMA N I
Percut Sei Tuan T.P. 2010/2011” done by Rubianum (2011) obtained that the results of
student learning in the classroom of experiment, which uses the inquiri-based learning model
have an average value 70.25 with standard deviation 18.15. Whereas in the class of control
that uses the conventional learning model obtained average value 62,50 with standard
deviation 18.15. In this study there were obstacles experienced when doing research, namely
in terms of allocating material at each stage of learning and set up the division of groups of
students hard because students do not get used to learning in groups.
Further researches mentioned above use the model of inquiry-based learning with
different approach. Besides that also there is a difference a few things as research purposes,
the term that observed, and of course the result obtained. However, there is a similarity is in
the event that inquiry-based learning influential positive in the development of knowledge
and behavioral science student. Of course these things affect the learning outcomes of the
students in the subject that observed, tha learning outcomes is better after given treatment use
the model of inquiry-based learning compared with before apply inquiry-based learning.
Dynamic electricity constituting a topic of lectures in grade X second semester and
is the very important concept in the curriculum of physics learning. This concept is actually
very interesting and close to the phenomenon that can be seen in daily life, but in reality,
most students have difficulties in learning the concepts and apply on the issue of daily. It is
caused by in learning at school, students only accept the study by listening and write down
the laws used on dynamic electricity without really understand the concept.
In connection with that, a study needs to be done so that the teacher can teach in a
school with fun and vary in their teaching. Researchers want to apply model of inquiry-based
learning in physics subjects in high school. The using of inquiry-based learning model is one
of the recommended way to help students understand the concepts of physics so that student
learning outcomes better. In addition to give understanding easily, the inquiry-based learning
model could also give a good learning motivation and attract the attention of students as seen
or experienced the events directly related to the concept learned by students.
Based on it above, researchers interested do research influence inquiry-based
learning model on topic listik dynamic, by title “Effects of Inquiry-Based Learning Model
on Student’s Learning Outcomes in Topic of Dynamic Electricity in Grade X SMA N 2
Balige Academic Year 2012/2013”
1.2. Problems Identification
From the explanation above, can be identified the scope of the problem, namely:
1. The learning process of physics that is teacher-oriented, then students are rarely
involved to think discover a concept of physics in daily life so that learning
physics becomes boring.
2. The using of a less varied learning model, as well as the still low level of
understanding of the concepts and student learning outcomes.
1.3. Problems Limitation
Focus on this research is implementation of inquiry-based learning model in material
of electric dynamic concept to improve student’s learning outcomes in secondary high school
grade X limited on the following:
1. Research conducted in two classes namely class of control and class of
experiment that implement inquiry-based learning.
2. Improvement of the cognitive aspects of students learning outcomes is change of
the cognitive aspect of student learning outcomes after using inquiry-based learning
models. Cognitive aspects of student’s learning outcomes can be reviewed on this
research is limited on level remember (C1), understand (C2), apply (C3), analyze
(C4), evaluate (C5), and create (C6) in the cognitive domain of the revised Bloom's
taxonomy.
3. Mattter of physics which reviewed at this research is dynamic electricity which
includes concepts: (1) Electric Current and Instrument of Elecrical Measurement,
(2) Electric Resistance and Ohm Law, (3) Electrical Power and Energy, (4)
Electrical Circuit of Direct Current, and (5) Kirchoff law.
1.4. Problems Formulation
Based on the background that has been explained above so it can be compiled
research problems as follows:
“Do implementation of inquiry-based learning model can further enhance the
learning outcome of students of class X on the topic of Dynamic Electric?”
Problem Formulation above can be divided into several research questions:
1. How the average of student learning outcomes in the cognitive aspect of dynamic
electricity material after learning by using an inquiry-based learning model?
2. There is significant differences between student learning outcomes use inquirybased learning model and conventional model.
1.5. Research Objectives
This study aims to constructs learning model by using inquiry-based learning model
in topic dynamic electricity in secondary high school grade X and observe its effect on
improving cognitive learning outcomes of students.
1.6. Benefits of Research
This study provides information on the development process of learning physics by
using inquiry-based learning model. This research can be expected a correction or a
preliminary study to the development of inquiry-based model in learning physics. For
students, this research is expected to facilitate the development of a knowledge base through
the experience of the students directly in learning to be able to explore, explain and analyze
the physics concept logically and conceptually.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, data analysis, and discussion so can be concluded
that:
1. There is effect of using Inquiry-based learning model in learning outcomes of
student grade X SMA N 2 Balige in Physics lesson of Dynamic Electricity topic,
where is average of learning outcomes while using Inquiry-based learning model
is higher, that is 83.59 than students who learn with conventional model, that is
75.67. This result can happened because in Inquiry-based learning model,
students learn the topic with experiment based worksheet and based application
in daily life. Then students are easier to understanding about the topic.
2. There is significant effect of using Inquiry-based learning model in learning
outcomes of student grade X SMA N 2 Balige in Physics lesson of Dynamic
Electricity topic. Inquiry-based learning model makes students more active, more
enjoyable learning atmosphere, and the learning model very supportive in
increasing in the student’s learning outcomes.
5.2 Suggestion
Based on research result and discussion before, researcher give suggestions as
Experiences of researcher, the time when learning activities occur not manage well.
To make the experiments in Inquiry-based learning model can be implemented, it
would require the creativity of teachers to design and create a simple lab instruments
and also the guidance from teacher when student doing experiment is really needed.
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