Abstract
Physics teaching in high school is still dominated by explicit learning models, relatively rarely empowering the potential of group inquiry based on social interaction. This has become one of the reasons for the lack of optimal student learning products. This study aimed to analyze the difference of effect between the group investigation (GI) model and the explicit learning (EL) model in achieving critical thinking skill, social attitude, spiritual attitudes, and student character in learning physics. To achieve this goal, a quasi-experimental study was conducted using a nonequivalence posttest only control group design. The study population was 16 classes (566 people) XI MIPA class students who came from two SMAs, namely 8 classes (280 students) SMA 1 Tabanan and 8 classes (286 students) SMA 1 Kediri Tabanan. The sample in each high school consisted of 2 classes selected by a random assignment technique. The whole sample was 4 classes (140 students, or 24.73% of the total population), 2 classes learned with GI model and 2 classes with the EL model, each learned sound wave and lightwave. Data on students' critical thinking skill was collected by 12 items test. Data on students’ social attitude, spiritual attitude, and character were collected with a social attitude questionnaire which consists of 30 items, a spiritual attitude questionnaire which consists of 30 items, and a character questionnaire which consists of 18 items. The research data were analyzed by one way MANOVA. The results showed that the GI model had a higher effect than the EL model in achieving critical thinking skill, social attitude, spiritual attitude, and the character of the students in learning sound wave and lightwave in high school physics.
Highlights
Success in teaching practices have characteristics that are supported by some very varied perspectives (Heinich et al, 2002), namely student active participation
In light of the background above, this study focused attention on studying the difference in the effect of group investigation (GI) model compared to explicit learning (EL) model in the attainment of critical thinking skill, social attitude, spiritual attitude, and students’ character in physics teaching in the eleventh grade at SMAs
The result of this descriptive analysis presents the effect of Group Investigation /GI compared to that of EL in attaining 4 dependent variables, namely critical thinking skill, social skill, spiritual skill, and character of the students of SMAN 1 Tabanan and SMAN 1 Kediri Tabanan
Summary
Success in teaching practices have characteristics that are supported by some very varied perspectives (Heinich et al, 2002), namely student active participation. Individual difference, feedback, realistic contexts, and social interaction. The six perspectives are the basis of cooperative learning (Santyasa, 2017) which can be explained as follows.1) Student active participation. The teaching runs effectively if the students are actively involved in meaningful tasks and are actively interacting with the message (content) of the teaching 2) Practice. The practice in the varied conditions will give support to the occurrence of what was learned. This perspective will give support to the occurrence of improvement in the ability to apply new knowledge, skill, and attitude and retention
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