EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF SENIOR HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS

M.Akhyar Lubis, Mara Bangun Harahap, Sondang R Manurung

Abstract


This study aims to: analyze whether the science process skill of students who are studied with scientific inquiry learning model is better than conventional learning, to analyze whether the science process skill of students who have logical thinking ability of the upper group is better than the students who have logical thinking ability of the lower group, and to analyze there is an interaction between the scientific inquiry model and the logical thinking ability of the students' science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The sampling define by class random sampling. Class of X-1 as the experimental class, while class of X-8 as the control class. The research instrument consists of two types: science process skills instrument consists of 10 questions in essay, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination). The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically top group are better than the students who can think logically group under, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students' science process skills

Keywords


Scientific Inquiry Learning Model, Conventional, Logical Thinking Ability, Science Process Skills

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References


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DOI: https://doi.org/10.22611/jpf.v6i2.8125

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