The effect of guided inquiry learning model oriented multi-representation on multi-representation ability of senior high students in temperature and heat chapter

Abstract

Multiple-representation ability are needed in understanding physics. However, students have difficulty implementing multiple-representation. Students need a learning model that accompanies multi-representation, the application of multi-representation can be structured and has an optimal impact on students. This study goals to know the effect of the guided inquiry learning model oriented multi-representation on multi-representation ability of senior high students. The research sample was 72 students consisting of experimental and control class, each of which consisted of 36 students. Experiment class students are taught with the guided inquiry learning model oriented multi-representation and control class students are taught with the guided inquiry learning model. The study used a quantitative approach with cluster random sampling and a randomized pre-test post-test control group design. Based on the analysis with independent t-test, the results of the multi-representation ability of the two classes were significantly different. Based on the results of the n-gain as an overview of the increase in multi-representation ability obtained, student of experimental class are medium category and the student of control class are low category. Based on these results, the guided inquiry learning model oriented multi-representation has an optimal impact on student multi-representation abilities. It can be concluded that the guided inquiry learning model oriented multi-representation has an effect on students' multi-representation abilities. The recommendation in this study is to use the guided inquiry learning model oriented multi-representation on different physics concepts so as to allow students to relate physics concepts to the symptoms they experience through their thinking skills.