THE EFFECT OF GUIDED INQUIRY LEARNING MODEL ON STUDENTS LEARNING OUTCOMES IN TOPIC TEMPERATURE AND HEAT IN CLASS X SEMESTER II SMA N 1 BERASTAGIACADEMIC YEAR2013/2014.

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THE EFFECT OF GUIDED INQUIRY LEARNING MODEL ON STUDENT’S LEARNING OUTCOMES IN TOPIC TEMPERATURE AND HEAT

IN CLASS X SEMESTER II SMA N 1 BERASTAGI ACADEMIC YEAR 2013/2014

By :

Rindy Wardhani Putri Reg. Number 4103322019 Bilingual Physics Education Program

THESIS

Submitted to Acquire Eliglible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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THE EFFECT OF GUIDED INQUIRY LEARNING MODEL ON STUDENT’S LEARNING OUTCOMES

IN TOPIC TEMPERATURE AND HEAT IN CLASS X SEMESTER II

SMA N 1 BERASTAGI ACADEMIC YEAR

2013/2014

RINDY WARDHANI PUTRI (4103322019) ABSTRACT

The purpose of this research is to know the effect of guided inquiry learning model on student’s learning outcomes in topic temperature and heat in class X semester II academic year 2013/2014. The type of research is experimental research. The population is all students of class X SMA N 1 Berastagi Academic Year 2013/2014, consist of 9 classes. Two classes selected by cluster random sampling. One class as experiment class and another class as control class. Experiment class using Guided Inquiry Learning Model and control class using Conventional Learning. The instrument in this research is multiple choices and observation sheet, multiple choices with 5 obtains and had 20 questions was valid and observation sheet to measure the affective and psichomotoric of students. The test like multiple choices given in pre-test and post-test, and the observation sheet used in every meeting in twice of classes. To test the hypothesis using test t, but previously must tested the normality and homogeneity of the data.The result of research get the level of student’s affective and psichomotoric in experiment class is good criteria. Result of student’s learning affective at the first meeting, second meeting and the third meeting is increase. And in control class is less category with the developed at the first meeting, second meeting and third meeting just little. Result of student’s learning psichomotoric in experiment class at the first meeting, second meeting and third meeting is increased. And in control class is less category because the value still low. From this research get the both of class is normal and homogeneous. After had the treatment the learning outcomes in experiment class greater than the learning outcomes in control class. Its mean there is the effect of Guided Inquiry Learning Model on Student’s Learning Outcomes in Topic Temperature and Heat in Class X Semester II SMA N 1 Berastagi Academic Year 2013/2014.

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LIST OF TABLE

Table 2.1 Steps of Guided Inquiry Learning Model 19

Table 2.2 Steps of Conventional Learning that Applied in School 21

Table 3.1 Research Design 31

Table 3.2 The Spesification Learning Outcomes Test 34

Table 3.3 Rubric of Affective Assesment 35

Table 3.4 Rubric of Psichomotoric Assesment 35

Table 3.5 Criteria Assesment of Student’s Activity 36

Table 4.1 Pre Test Score and Post Test Score in Experiment Class and

Control Class 41

Table 4.2 Pre Test Value in Experiment Class and Control Class 42

Table 4.3 Normality test of Pre Test Data in Experiment Class and

Control Class 43

Table 4.4 Homogeneity Test of Pre Test 44

Table 4.5 Hypothesis Test of Pre Test Data 44

Table 4.6 Post Test Value in Experiment Class and Control Class 45

Table 4.7 Normality Test of Post Test Data in Experiment Class and

Control Class 46

Table 4.8 Homogeneity Test of Post Test Data 47

Table 4.9 Hypothesis Test of Post Test Data 47

Table 4.10 The Average of Student Affective 49

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LIST OF FIGURE

Figure 2.1 Inquiry Model 15

Figure 2.2 Schematic of Conventional Learning 21

Figure 2.3 The Changing of State of Matter 25

Figure 2.4 Heat Transfer in Conduction 26

Figure 2.5 Heat Transfer in Convection 27

Figure 2.6 Heat Transfer in Radiation 27

Figure 3.1 Preview of Planning Research 32

Figure 4.1 Coloumn Diagram Pre Test Value in Experiment and

Control Class 42

Figure 4.2 Coloumn Diagram Post Test Value in Experiment and

Control Class 46

Figure 4.3 Developing of Student’s Affective 49

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LIST OF APPENDIX

Appendix 1 Lesson Plan I 57

Appendix 2 Lesson Plan II 68

Appendix 3 Lesson Plan III 80

Appendix 4 Student Worksheet I 93

Appendix 5 Student Worksheet II 96

Appendix 6 Lattice of Test 98

Appendix 7 Rsearch Instrument 109

Appendix 8 Key Answer of Test 115

Appendix 9 Observations Student Affective Table in Experiment Class 116

Appendix 10 Observations Student Affective Table in Control Class 126

Appendix 11 Observations Student Psichomotoric Table in

Experiment Class 136

Appendix 12 Observations Student Psichomotoric Table in Control Class 146

Appendix 13 Data of Pre Test and Post Test in Experiment Class 156

Appendix 14 Data of Pre Test and Post in Control Class 158

Appendix 15 Procedure of Statistic Calculation 160

Appendix 16 Normality Test 163

Appendix 17 Homogeneity Test Data 168

Appendix 18 Hypothesis Test 171

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on result research and data collection, can be concluded that :

1. The highest of student pre test value in experiment class is 60 (medium

category) and the lowest of student pre test in value in experiment class

is 20 (low category) . The highest of student post test value in

experiment class is 95 (high category) and the lowest of student post

test value in experiment class is 65 (medium category). The average of

student pre test value in experiment class is 43.23 (low category) and

the average of student post test value in experiment class is 79.19

(medium category).

2. The highest of student pre test value in control class is 65 (medium

category) and the lowest of student pre test in value in control class is

20 (low category). The highest of student post test value in control class

is 80 (high category) and the lowest of student post test value in control

class is 45 (low category). The average of student pre test value in

control class is 43.59 (low category) and the average of student post test

value in experiment class is 62.34 (medium category).

3. The learning outcomes in experiment class by using Guided Inquiry

Learning Model greater than the learning outcomes in control class by

using Conventional Learning. So there was the effect of Guided Inquiry Learning Model on Student’s Learning Outcomes in Topic Temperature and Heat in Class X Semester II SMA N 1 Berastagi Academic Year

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5.2 Suggestion

Based on discussion of research result and conclusion above, writer give

suggestions as below :

1. For further researcher who wants to observe using Guided Inquiry

Learning Model, observer must make students more active.

2. For further researcher who wants to observe using Guided Inquiry

Learning Model to do more efficiently may using a media in learning

process, so can increased of student outcomes.

3. For further researcher who wants to observe ysing Guided Inquiry

Learning Model should more make the experiments and observations

can be implemented, it would require the creativity of teachers to

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THE EFFECT OF GUIDED INQUIRY LEARNING MODEL ON STUDENTS LEARNING OUTCOMES IN TOPIC TEMPERATURE AND HEAT IN CLASS X SEMESTER II SMA N 1 BERASTAGIACADEMIC YEAR2013/2014.