Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia

Research Article

Application of a Guided Inquiry Model to Improve the Learning Outcomes of Class XI Physics Students

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  • @INPROCEEDINGS{10.4108/eai.12-10-2019.2296793,
        author={Vina  Serevina and Nada  Yolanda and Virgiana  Tinura},
        title={Application of a Guided Inquiry Model to Improve the Learning Outcomes of Class XI Physics Students},
        proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia},
        publisher={EAI},
        proceedings_a={MSCEIS},
        year={2020},
        month={7},
        keywords={guided inquiry learning model learning outcomes},
        doi={10.4108/eai.12-10-2019.2296793}
    }
    
  • Vina Serevina
    Nada Yolanda
    Virgiana Tinura
    Year: 2020
    Application of a Guided Inquiry Model to Improve the Learning Outcomes of Class XI Physics Students
    MSCEIS
    EAI
    DOI: 10.4108/eai.12-10-2019.2296793
Vina Serevina1,*, Nada Yolanda1, Virgiana Tinura1
  • 1: Physics Education Study Program, State University of Jakarta, Indonesia
*Contact email: Vina.serevina77@gmail.com

Abstract

This study aimed to determine the application of guided inquiry learning models to improve student learning outcomes. The research method used classroom action research, which was conducted in two cycles, where each cycle consisted of planning, implementation, observation, and reflection. The minimum completeness criteria (KKM) indicators of learning outcomes that must be achieved are 70 with affective, cognitive, and psychomotor domains. The results of this study indicate that in the first circle, the average score of student learning outcomes in the affective domain is 68.73%, the cognitive domain is 60.33%, and the psychomotor domain is 70.17%. While the average score in the second circle of the affective domain is 72.33%, the cognitive domain is 78.23%, and the psychomotor domain is 76.61%. Based on these results, it can be concluded that the application of a guided inquiry learning model can improve student learning outcomes.