Research Article
Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction
@INPROCEEDINGS{10.4108/eai.4-12-2019.2293791, author={Anna Juniar and Ratih Dwi Fardilah and Pravil M. Tambunan}, title={Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction}, proceedings={The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia}, publisher={EAI}, proceedings_a={IC2RSE}, year={2020}, month={4}, keywords={guided inquiry learning activity scientific process skills}, doi={10.4108/eai.4-12-2019.2293791} }- Anna Juniar
Ratih Dwi Fardilah
Pravil M. Tambunan
Year: 2020
Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction
IC2RSE
EAI
DOI: 10.4108/eai.4-12-2019.2293791
Abstract
This study aims to determine the differences in science process skills and learning activities of students who are taught using the Guided Inquiry model and Direct Instruction integrated by practicum on colligative nature of electrolyte solutions. The sample was determined through purposive sampling technique, by taking 2 classes (XII MIA-1 as the experimental class-I which applied Guided Inquiry and XII MIA-2 as the experimental class-II which applied Direct Instruction. The data collection was done by pre-test and post-test for learning outcome with 20 multiple choice tests and for science process skills with six essay test. The results showed that there were differences in the average value of science process skills with t-count > t-table were 8.76 > 2.0345, while the difference in the average value of learning attitude were 88.54 (Very Good) and 77.43 (Good).
