Reduction of student misconceptions about elements, compounds, and mixtures through the guided inquiry learning model

Student learning outcomes were influenced by learning model which applied by teacher. One of the learning model required active student involvement in the learning process was the guided inquiry approach. The guided inquiry learning model emphasized on the discovery and mastery of the concept through the experimental process. This research aimed to identify between the differences of student’s learning outcomes by using guided inquiry learning model and using direct learning model on the sub-material of deposition reaction and the influence of guided inquiry learning model on students’ learning outcomes. This research used quasi experimental design and this purposive sampling technique to determine the sample. The sample of research was the students of grade XI IPA SMA Muhammadiyah 1 Pontianak. Data collection used a test and observation method. Data analysis used SPSS 17.0 for Windows. Based on the result, there were differences between learning outcomes using guided inquiry learning model and direct learning model. This research used Effect Size (ES) with ES = 2,44 as high category with 49,27%, mean guided inquiry learning model gave high effectiveness to students’ learning outcomes. Based on the research results, the guided inquiry learning model was effectively applied in SMA Muhammadiyah 1 Pontianak.Keywords: Learning outcomes, Guided inquiry, Deposition reaction

This type of research is quantitative with a pre-experimental research design in the form of One Group pretest-posttest. This study aims to determine the effectiveness of the guided inquiry learning model by teaching material properties of objects in class V SD Inpres Pare'-pare', in terms of the achievement of mastery of learning outcomes; student activity in participating in learning; and students' responses to the use of inquiry learning models. This study uses two observed variables, namely the independent variable (X) in this study is the learning model, namely the guided inquiry learning model and the dependent variable (Y) in this study is the result of learning science in grade V SD Inpres Pare'-Pare'. The population of this study were fifth grade students of SD Inpres Pare'-Pare'. The sampling technique used is saturated sampling technique, by making the population a sample of 20 students. The research instruments used were learning achievement tests, activity sheets, and response sheets, while the data collection techniques in this study used learning achievement tests, documentation and observation. The data analysis used was descriptive statistical data analysis, activity data analysis and student response data analysis. The results of this study indicate that the average posttest result is 94. As for the percentage of student activity after the use of the guided inquiry learning model is 82% and for the positive response of students to the use of the guided inquiry learning model is 96%. Based on the results of the research above, it can be concluded that the results of research on the use of effective guided inquiry learning models are used in learning science material on the properties of objects in class V SD Inpres Pare'-Pare', Bajeng District, Gowa Regency.

This study aims (1) to determine whether the guided inquiry learning model has an effect on the students' science process skills, (2) to find out whether the PBL learning model affects the students' science process skills, (3) to find out the differences in the students' science process skills. VII SMPN 5 Dusun Selatan which uses the guided inquiry learning model and the PBL learning model. The method in this research is comparative quantitative. The research design used was the Nondomized Control Group Pretest-Posttest Design. The instrument used was a test in the form of multiple choice questions totaling 25 questions and an observation sheet for students' science process skills. The research sample was students of class VII A and class VII B at SMPN 5 Dusun Selatan. The data collection technique was carried out using the observation method of students' science process skills and learning outcomes tests. The data were analyzed descriptively. The results of this study show that (1) the value of the science process skills of students using the guided inquiry learning model has an average value of 92%, (2) the value of the science process skills of students using the PBL learning model has an average value of 96 %, (3) the difference in the science process skills of students who are taught using the guided inquiry learning model and the PBL learning model, it can be seen from the results of the average value obtained that there are differences, where the PBL learning model has a higher average value than the learning model. guided inquiry. The learning outcomes of the guided inquiry class had an average score of 39 on the pretest and 68 on the posttest. Meanwhile, the average value of the pretest in the PBL class was 40.4 and the posttest score was 69.3. These results indicate that the guided inquiry learning model and the PBL learning model can improve students' learning outcomes and science process skills.

which was taught by guided inquiry learning model with the learners who learned the learning discovery learning model. (2) differences in the ability to understand the concepts of learners who are taught by guided inquiry learning model with learners who are taught by the learning model of discovery learning. (3) differences in the critical thinking ability of learners who have high initial ability and low initial ability are taught by guided inquiry learning model with learners who are taught by discovery learning learning model. (4) the difference in the ability of conceptual understanding between learners who have high initial ability and low initial ability that is taught by guided inquiry learning model with learners who are taught by discovery learning learning model. (5) the difference between the critical thinking ability of learners with high initial ability and low initial ability which is taught by guided inquiry learning model and discovery learning. (6) the difference between the difference in the understanding of high-ability early-skilled learners and low initial skills learned by guided inquiry learning and discovery learning models. Research is a quasi-experimental research (quasi experiment). The results of the research are: (1) There are differences of learning model to the critical thinking ability of learners; (2) There are differences of learning model to; (3) There is a difference of students' early ability to critical thinking ability of learners; (4) There is a difference in the learner's early ability to understand the concept of the learner; (5) There is a difference between the difference in the critical thinking ability of learners with high initial ability and low initial ability taught by the learning model; (6) There is a difference between the difference in understanding the concept of learners with high initial ability and low initial ability learned by the learning model.

The purpose of this study was to determine: 1) to determine the effect of the use of guided inquiry learning model in biology learning to critical thinking skills of class X SMA N Karangpandan academic year 2012/2013; 2) to determine the effect of learning styles of students to critical thinking skills class X SMA N Karangpandan academic year 2012/2013; 3) to determine the interaction between guided inquiry learning model with the learning styles of students' to critical thinking skills class X SMA N Karangpandan academic year 2012/2013. This study is a quasi-experimental research . Guided inquiry learning model was as independent variable, learning styles was as a moderate variable, and critical thinking skills was as the dependent variable. The study population was the entire class X SMA N Karangpandan first semester of the academic year 2012/2013. The sample was class X6 as control class and X3 grade students was as experiment class. The sampling technique used in this reserach was Cluster Random Sampling. Data collection techniques used critical thinking skills test technique while learning styles used questionnaire technique. Test the hypothesis using two-way Anava test and assisted by SPSS 20 with a significance level of 5%. Results from this research are: 1) The first hypothesis, based on two-way Anava test result was known that there is the influence of guided inquiry learning model to the critical thinking skills; 2) The second hypothesis, two-way ANOVA test result showed that learning styles do not affect the critical thinking skill; 3) The third hypothesis, the results of two-way ANOVA test showed that there was no interaction between guided inquiry learning model with learning style of the students to critical thinking skill. Based on the results of research the conclusions are: 1) guided inquiry learning model affects on students' critical thinking skills class X SMA Karangpandan 2012/2013 academic year, 2) the student's learning style does not give effect to the critical thinking skills class X SMA Karangpandan academic year 2012/20133) There is no interaction between guided inquiry learning model with the learning styles of students' to critical thinking skills class X SMA Karangpandan academic year 2012/2013. Keywords: Guided Inquiry Learning Model, Critical Thinking Skill, Learning Styles

Research has been carried out on a Comparative Study of Student Learning Outcomes on Chemical Bonding Material in the Guided Inquiry and Discovery Learning Models in classes XI MIPA 1 and XI MIPA 2 SMA Negeri 12 Kendari. This research aims to see the comparison of student learning outcomes between the guided inquiry learning model and discovery learning on Chemical Bonding material and see the completeness of student learning outcomes on Chemical Bonding material on the guided inquiry learning model and discovery learning as well as seeing the differences in student learning outcomes on Bonding material. Chemistry between guided inquiry learning models and discovery learning. Data collection techniques were carried out by observing data on student learning outcomes and interviews with chemistry teachers at SMA Negeri 12 Kendari as well as documenting student learning outcomes. The results obtained are 1) The comparison of the average value of student learning outcomes in the guided inquiry learning model is higher, namely 79, compared to the discovery learning model, namely 77. 2) The completeness of student learning outcomes in the guided inquiry learning model is 89% percent and in the discovery learning model it is 80%. 3) There is a significant difference in learning outcomes between the two learning models according to the results of the independent sample T-test withµ1 1,7290 ≠ µ2 2,0617.

Abstract: The guided inquiry learning model is a model that involves all students' ability to search and investigate in a systematic, critical, logical, analytical and developing emotional and student skill. The purpose of this research is to know the difference of student learning outcomes between the control class and the experimental class after using the model guided inquiry learning and to know interest in learning to support the improvement of student learning outcomes. This type of research is a quasi experiment because not all variables can be managed and controlled strictly or fully. Where population in this research is all class of student of class VII SMPN 1 Pekalongan which amount 6 class. Sampling of this study researchers using purposive sampling, purposive sampling is a technique of determining the sample with certain considerations. The researcher used purposive sampling technique because the population is hoterogen. The sample used in this research is the students of class VII 1 and VII 2, which will be the control class and the experimental class. Data collection using questionnaires and tests. Questionnaires are used to determine students' learning interests and tests are used to determine student learning outcomes. Then the data can be further analyzed using anakova test.Keywords: Guided Inquiry Learning Model, Interest in Learning, and Learning Outcomes.

The aim of this research is to determine the effect of critical thinking skills using the guided inquiry learning model. The research hypothesis is: "There is an influence on the critical thinking abilities of class XI students at SMA Negeri 1 Raya in the 2024/2025 academic year before and after using the guided inquiry learning model. The population is the entire class The research sample was determined using purposive sampling, namely 35 students in class XI IPS 2 as the experimental class using the guided inquiry learning model and 35 students in class This research method uses the Quasy Experimental Design method using the Nonequivalent Control Design Group. The instrument used in this research was a 30 item questionnaire. Research data for the questionnaire was analyzed using the average difference test formula (N-Gain Score). It was found that the average value for the experimental class was 0.7454 in the high category. And the average value for the control class is 0.1481, which is in the low category. Then carrying out an independent test using the t test obtained a value of tcount = 15.168 > ttable((a=0.05;df=68) = 2.000. Thus it can be concluded that the research hypothesis is accepted, namely that there is an influence on the critical thinking abilities of class XI students at SMA Negeri 1 Raya Academic Year 2024/2025 before and after using the guided inquiry learning model.

This study analyzed differences in learning outcomes in the cognitive domain of students who studied through the mini-laboratory-based guided inquiry learning model and the direct learning model. The sample of this study were 43 students of class VIII3 who studied through a mini-laboratory-based guided inquiry learning model and 43 students of class VIII4 who studied through a direct learning model taken from a population of 180 people. This research is a type of quasi-experimental research. Data collection techniques were carried out through documentation, and multiple choice cognitive learning outcomes tests were tested and met the criteria as a standardized test (valid and reliable). The research data were analyzed statistically, the results were: (1) there was a significant difference between the average pre-test scores of students learning through the mini-laboratory-based guided inquiry learning model and the significance value-based direct learning model. from 0.043; (2) the average post-test score of students who learn through the mini-laboratory-based guided inquiry learning model is higher than the average post-test score of students who learn through the direct learning model based on a significance value of 0.044, and (3) the average gain value students who learn through the mini-laboratory-based guided inquiry learning model are lower or equal to the average gain value of students who learn through direct learning based on a significance value of 0.279. These results indicate the influence of the mini-laboratory-based guided inquiry learning model on students' cognitive learning outcomes in the subject matter of vibrations and waves with a 95% confidence level or a 5% chance of error. This research can then be developed by adding other variables such as inquiry skills and students' understanding of concepts. The implication of this study is that teachers and students can implement small laboratories to support the learning process in the form of interactive learning

Science process skills are essential abilities involving thinking, reasoning, and acting effectively to achieve scientific goals. While the Guided Inquiry Learning model has shown effectiveness in improving these skills, its application in the coordination system topic, particularly using human reflex practicum, remains under-researched. At SMAN 1 Tilango, Grade XI students learn the coordination system mainly through theoretical instruction, with limited practical activities. This reduces opportunities for students to develop science process skills such as observing, experimenting, and analyzing data. This study aimed to analyze learning implementation and students’ science process skills through a human reflex practicum using the Guided Inquiry Learning model. Conducted in October 2024 at SMAN 1 Tilango, the research involved 20 Grade XI students and used a quantitative descriptive method. Data were collected via observation sheets focused on learning implementation and science process skills. The findings showed that all learning stages were implemented effectively, and students actively engaged in scientific activities. The highest achievement was in observation skills, with an average score of 87%, classified as very good. The Guided Inquiry model offered meaningful learning experiences and improved students’ scientific understanding through direct involvement.

The study aims at analyzing the difference of problem solving skills between: (1) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) the students taught by using problerm-based learning model and the ones taught by using guided inquiry learning model with male gender, (3) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model with female gender, and (4) the interaction between problem-based and quided inquiry learning model and gender on problem solving skills of students. The study is quasi-experiment research with treatment by level 2x2 design. The research population was all students of grade X MIA at SMAN 9 Makassar. The technique used in talking the sample was simple random sampling and obtained grade X MIA5 and X MIA7 as the experiment classes and grade X MIA8 and X MIA9 as the control classes. The results of the study reveal that (1) there is a difference of problem solving skills between students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) for male gender students, there is a difference between the ones taught by using problem-based skills and ones taught by using quided inquiry learning model, (3) for female gender students, there is a difference between the ones taught by using problem-based skills and the ones taught by using quided inquiry learning model, and (4) there is no interaction between learning model and gender on problem solving skills of students. This study is expected to be a reference in determining the strategy and innovative learning model to improve learning quality so the students are active in learning process, thus it can improve problem solving skills of students.

This study aims to see the effect of the application of guided inquiry learning models through experimental methods on students' concepts comprehension in the calorific material of class XI at YPK Oikoumene High School. The instruments used in this project include pretest, posttest, and worksheet questions to measure students' cognitive domains and psychomotor observation sheets to measure students' psychomotor. This type of research is pre-experimental design research. The population in this study is the same as the sample used, namely class XI Science YPK Oikoumene High School academic year 2020/2021, amounting to 22 students. Data analysis using the application Facets, Ms Excel and SPSS 22. The results showed that the guided inquiry learning model through the experimental method influences the understanding of student concepts, and the n-gain test value of 0.78 is a high criterion. The value of psychomotor activity meeting 1, 2, and 3, respectively 86.14, 85.96, and 90.35, also increased. Psychomotor values can be seen that the guided inquiry learning model through the experimental method of understanding the concept has increased. It can be concluded that there is an influence of the guided inquiry learning model through the experimental method on students' concepts comprehension, worksheet, psychomotor, and happy learning physics.

This study aims to determine the increase in cognitive learning outcomes of students in junior high schools in Palangkaraya using a scientific approach that uses a guided inquiry learning model, CLIS (Children's Learning in Science), and experimental methods in learning physics of simple aircraft subjects. This research uses a quantitative approach and the type of research is descriptive. The instrument used was a cognitive learning achievement test. The population in this study were all junior high schools in Palangka Raya City. In taking a sample using cluster sampling techniques, namely SMP Negeri 7 Palangka Raya and MTs An-Nur Palangka Raya. The research sample is class VIII - B in SMP 7 Palangka Raya, and class VIII-A, and VIII - B for MTs An-Nur Palangka Raya. The results of the study concluded that an increase in students' cognitive learning outcomes in junior high schools in Palangka Raya after applying an approach that uses the guided inquiry learning model, CLIS, and experimental methods obtained an average N-gain in a row of 0.47; 0.57; and 0.50. So, increasing student learning outcomes in junior high schools in Palangka Raya uses a scientific approach that uses the guided inquiry learning model, CLIS, and experimental methods in learning physics in simple aircraft subjects in the medium category.

In many schools, students' critical thinking abilities are still relatively low, reflected in their difficulty in analyzing information in depth, constructing logical arguments, and solving problems effectively. This research aims to determine the extent to which applying the Guided Inquiry learning model can improve students' critical thinking abilities. The method used in this research is an experiment with a Nonequivalent Control Group Design. The population used in this research was class XI IPS students at SMAN 6 Tasikmalaya with 198 students, and the sampling technique used was purposive sampling, where the sample was determined based on student activities. Class XI IPS 3 was chosen as the experimental class, which applied the Guided Inquiry model, while class XI IPS 4 was used as the control class, which used the discovery learning model. The instrument used is a set of 22 essay questions. The research results show a significant difference in critical thinking skills between the experimental and control classes, indicating that implementing the Guided Inquiry learning model effectively improves students' critical thinking skills. Hopefully, this research will become a reference for developing more effective strategies and learning models in schools.

The main problem in this study is that many students still rely on memorisation without understanding the concepts deeply, so their ability to plan, monitor and evaluate learning is less developed. In addition, conventional learning models that are often applied in schools tend to provide less opportunity for students to develop metacognitive skills optimally. Therefore, innovation is needed in learning models that can encourage students to think critically and reflect on their learning process. The purpose of this study was to determine the effect of STAD, guided inquiry, and combined STAD and guided inquiry learning models on the metacognitive skills of high school students in Ternate, Indonesia. The research used a quantitative method with a quasi-experimental nonequivalent control group design. The sample consisted of 92 active students in the even semester, selected through purposive sampling. In addition, metacognitive skills were measured using rubrics integrated with test questions. The results showed that the STAD learning model, guided inquiry and a combination of STAD and guided inquiry learning models can improve students' metacognitive skills with a value of Fhitung = 9.317. In addition, the use of STAD learning model, guided inquiry, and the combination of both models showed better metacognitive skills compared to the use of conventional methods. The conclusion of this research is that the learning model applied affects metacognition skills. The combination of STAD and guided inquiry learning models showed the highest achievement of metacognition skills compared to guided inquiry, STAD, and conventional learning models. However, the STAD and guided inquiry learning models showed the effect of metacognition scores that were not significantly different.