Perbedaan Motivasi Dan Hasil Belajar Biologi Yang Dibelajarkan Menggunakan Model Pembelajaran Inkuiri Terbimbing Dengan Model Pembelajaran Langsung Pada Peserta Didik Kelas X Sma Negeri 7 Bulukumba
| Main Authors: | Paharuddin, Hardiyanti, Taiyeb, A. Mushawwir, Rachmawaty, Rachmawaty |
|---|---|
| Format: | Article PeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
Biological Education Postgraduate Program Universitas Negeri Makassar
, 2017
|
| Subjects: | |
| Online Access: |
http://eprints.unm.ac.id/14385/1/PERBEDAAN%20MOTIVASI%20DAN%20HASIL%20BELAJAR%20BIOLOGI.pdf http://eprints.unm.ac.id/14385/2/Peer%20Review%20Artikel%20Jurnal%20Nasional%20Tidak%20Terakreditasi%20-%20%20Perbedaan%20motivasi%20dan%20hasil%20belajar%20Biologi%20yang%20dibelajarkan....pdf http://eprints.unm.ac.id/14385/ https://ojs.unm.ac.id/UJBE/article/view/5438 |
Daftar Isi:
- Abstract: The aims of this research are: (1) to assess the difference of students’ learning motivation who are taught using guided inquiry learning model with the learning motivation of students who are taught by using direct instruction model, and (2) to assess the difference of students’ learning achievement which are taught by using guided inquiry learning model with the students’ learning achievement who are taught by using direct instruction model. This research is a Quasy Experimental study with a Posttest Only Control Group Design. The study population is students in Senior High School 7 Bulukumba, and the selected sample consist of two learning groups, namely class X2 (n=25) and class X7 (n=27) which are selected through random sampling technique. The instrument used in this study is a learning motivation questionnaire and achievement test. The result of the research shows that (1) the learning motivation of the students who are taught by using guided inquiry learning model and the direct instruction model is in the medium category, (2) the students learning achievement in the guided inquiry group are in the high category, and the students’ learning achievement in direct instruction group are in the low category, (3) Student learning motivation that is learned using guided inquiry learning model is significantly different with learners who are taught using direct instruction model, (4) Students learning outcomes are taught using inquiry model of guided inquiry differently significant with learners who are taught using a direct instruction model.