Abstract
This study aims to reveal the effect of inquiry-based learning strategies to students' learning persistence in science subjects in junior high school. The design of this research was pre-test post-test control group design. Learning Science is done by stages of inquiry learning in grade 8 students for six meetings in the experimental class with 16 students of class 8. In the classroom controlled learning with conventional strategy was employed. The results showed that there was a significant effect of inquiry-based learning strategy on student's learning persistence. Article visualizations:
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