American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2017, 5(6), 623-628
DOI: 10.12691/education-5-6-5
Open AccessArticle

The Effect of Scientific Inquiry Model Assisted Visual Media on Students¡¯ Conceptual and Procedural Knowledge

Dinda Toral Syafura1, , Sahyar1 and Wawan Bunawan1

1Post Graduate, State University of Medan, Medan, Indonesia

Pub. Date: June 17, 2017

Cite this paper:
Dinda Toral Syafura, Sahyar and Wawan Bunawan. The Effect of Scientific Inquiry Model Assisted Visual Media on Students¡¯ Conceptual and Procedural Knowledge. American Journal of Educational Research. 2017; 5(6):623-628. doi: 10.12691/education-5-6-5

Abstract

This study aimed to analyze the gain of students¡¯ conceptual and procedural knowledge of Scientific Inquiry model assisted visual media and conventional learning; to analyze whether the gain of students¡¯ conceptual and procedural knowledge taught by Scientific Inquiry assisted visual media model was better than conventional learning. This research was a quasi- experimental research with two group pretest-posttest design. The population of this research was second semester students of Al Bukhari Moslem Integrated High School grade X academic year 2016/2017. The sampling technique was cluster random sampling that consisted of 2 groups with 68 students. Class X-1 were experimental group taught by Scientific Inquiry models consisted of 34 students and class X-3 were control group taught by conventional learning consisted of 34 students. The instrument of the research were essay test of conceptual and procedural knowledge consisted of 10 questions for each. The data were analyzed using t test statistics. The result showed that: the mean gain of students¡¯ conceptual knowledge taught by Scientific Inquiry model was in medium level and low level for conventional learning. The mean gain of students¡¯ procedural knowledge taught by Scientific Inquiry model was in high level and medium level for conventional learning. Hypothesis test showed that the mean gain of students¡¯ conceptual and procedural knowledge taught by Scientific Inquiry was better than conventional learning. This result showed that there was a positive effect of Scientific Inquiry model assisted visual media on the students¡¯ conceptual and procedural knowledge using Scientific Inquiry learning model.

Keywords:
scientific inquiry model visual media conceptual knowledge procedural knowledge

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Anderson, L.W, and Krathwohl, D.R., A Taxonomy for Learning, New York, Teaching, and Assessing, 2001.
 
[2]  Arends, R.I., Learning to Teach, New York, the McGraw-Hill Campanies, 2008.
 
[3]  Dhakaa, Amita. "Biologycal Science Inquiry Model and Biology Teaching," Bookman International Journal Of Accounts, Economics & Business Management, 1(2). 80-81. 2012.
 
[4]  Hake, R., Analizing Change/Gain Scores, Indiana University, Departement of Physics, 1999.
 
[5]  Hussain, A., Azeem, M., and Shakoor, A., "Physics Teaching Methods: Scientific Inquiry Vs Traditional Lecture," International Journal of Humanities and Social Science, 1(19). 269-276. 2011.
 
[6]  Joyce, Bruce and Weil, Marsha, Models of Teaching (Models Of Teaching Edition Eight), Erlangga, Yogyakarta, 2009.
 
[7]  Joyce, Bruce and Weil, Marsha, Models of Teaching (5th Ed), New Delhi, Privite Limited, 2003.
 
[8]  Lederman, N.G., Lederman, J.S., and Antink, A., "Nature of science and scientific inquiry as contexts for the study of science and achievement of scientific literacy," International Journal of Education in Mathematics, Science and Technology, 1(3). 138-147. 2013.
 
[9]  Nadelson, S louis., Williams, S., and Turner, H., "Influence of Inquiry Based Science Interventions on Middle School Students' Cognitive, Behavioral, and Affective Outcomes," The Campbell Collaboration, 1(1). 1-18.2008.
 
[10]  National Research Council (NRC), Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, National Academy Press, Washington D.C, 2000.
 
[11]  Pratiwi, Suaridika and Suara, "Visual Media Technological Learning Model (STM) Assisted by Visual Media on the Results of Science Learning," Journal of Pulpit PGSD Ganesha University of Education PGSD Department, 2(1). 2014.
 
[12]  Purwanto, Evaluation of Learning Outcomes, Erlangga, Yogyakarta, 2014.
 
[13]  Rahayu, Siyono, and Nurhidayati, "Effectivity of learning Model Scientific Inquiry Basic Pictorial Riddle in Increasing Result of Study Physics Class VII Adimulyo Kebumen," Jurnal Radiasi, 6(1), 92-95. 2015.
 
[14]  Sahyar, "The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Student at Senior High School," Journal of Education and Practice, 8(5). 2017.
 
[15]  Sochibin, Dwijananti, and Marwoto, "Implementation of Guided Inkuirui Learning Model for Increasing Understanding and Critical Thinking Skills of Elementary School Students," Journal of Physics Education Indonesia, 5(2). 96-101. 2009.
 
[16]  Sudjana, Statistic Method, Bandung, Tarsito, 2005.
 
[17]  Tasoglu, A.K., and Bakac, M., "The Effect of Problem Based Learning Approach on Conceptual Understanding in Teaching Magnetism Topics," Eurasian Journal of Physics and Chemistry Education. 6(2). 110-122. 2014.
 
[18]  Veronika, S., Bukit, N., and Sirait, M., "Development of Physics Learning Material in Dynamics Fluid Based on Scientific Inquiri to increase Students' Learning outcomes," Journal of Physics, 5(1). 2016.
 
[19]  Wulansari, and Rosyidi, "Conceptual Knowledge Profile of Junior High School Students at Levels and Triangles Based on Sex," MATHEdunesa Scientific Journal of Mathematics Education, 3(1). 2014.
 
[20]  Yuliani, Sunarno, and Suparmi, "Learning Physics with Approach Skills Process with Experimental Method and Demonstration in terms of the Scientific Attitude and analytical skills," Journal Inquiry, 1(3). 207-216. 2012.