Implementation of modeling-based inquiry learning to improve student conceptual understanding and motivation on animal tissue subject

Abstract

The purpose of this research was to investigate the effect of Modeling-based Inquiry Learning (MbIL) on students’ conceptual understanding and learning motivation. Quasy experiment with pretest-posttest control and experimental group design was carried out for this research. Participants of this research were 11th grader high school students. MbIL was implemented in the experimental group while the control group worked in an inquiry-based class. Therefore, guided inquiry was implemented in both groups but the control group did not build a model. Data were collected by using concept test and The Motivated Strategies for Learning Questionnaire (MSLQ) that translated into Bahasa Indonesia. Data analysis was carried out by recapitulating scores of the pretest and post-test. The participants in both group showed a medium increase in conceptual understanding, experimental group with N-gain score 0,62 and control group with N-gain score 0,48. However for learning motivation, experimental group showed a medium increase with N-gain score 0,33 but control group showed a low increase with N-Gain score 0,19. T-test results showed that there was a significance difference in conceptual understanding, but no significance difference in learning motivation between the two groups. Therefore, MbIL is effective enough in increasing students’ conceptual understanding but not effective in increasing students’ learning motivation.