THE EFFECT OF INQUIRY LEARNING MODEL ON STUDENTS’ LEARNING OUTCOMES ON TOPIC MEASUREMENT

Tri Boy Lumban Gaol, Abd Hakim

Abstract


This study aims to find out whether: 1) there is the effect of inquiry and conventional learning models on student learning outcomes, 2) there is gender effect on student learning outcomes, 3) there is an interaction between learning models and gender in student learning outcomes. The type of this research is Quasi Experiment Research which was conducted in SMA Negeri 9 Medan.The sampling technique used is random sampling. The experimental class selected X IPA 3 and the control class selected X IPA 4, which each class consists of 30 students. The instrument used to measure student learning outcomes is posttest in multiple choice forms as many as 20 questions. The data analysis technique is two-way ANOVA. From the analysis of the experimental class and the control class, were obtained the average score of posttest in experimental class is 79,17 and the average score of posttest in control class is 71,83. Then the result of research which obtained: 1) Fcalculate > Ftable i.e. 15,62 > 4,01 so that H0 rejected and H1 accepted which means that there is any effect of inquiry and conventional learning model on students’ learning outcomes, 2) Fcalculate > Ftable i.e. 8,57 > 4,01 so that H0 rejected and H1 accepted which means that there is any effect of gender on students’ learning outcomes, 3) Fcalculate > Ftable i.e. 11,69 > 4,01 so that H0 rejected and H1 accepted which means that there is any interaction between learning model and gender on students’ learning outcomes. So it can be concluded that the inquiry learning model has a better effect than conventional learning model on students’ learning outcomes on topic measurement in grade X SMA Negeri 9 Medan. 


Keywords


Inquiry Learning Model; Gender; Students’ Learning Outcomes

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DOI: https://doi.org/10.24114/jiaf.v5i2.12545

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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