Abstract
This study aims to explain (1) Differences in understanding the concept of science students who taught using Inquiry Strategy with students who were taught using Conventional Strategy on science learning in class V SD, (2) Differences understanding of science concept between high motivation students with Low motivation on science learning in class V SD, and (3) Differences of interaction between learning strategy with motivation in influencing understanding of science concept in class V SD Gugus 1 Kecamatan Padang Barat. The population consisted of all the fifth grade students at Kecamatan Padang Barat in the school year 2016/2017. The sample size was 60 students. The data in this study consisted of (1) the data on the students’ learning motivation, (2) the data on comprehension of science. The data were analyzed using descriptive statistics and 2x2 factorial Anova. From the results of this research, it can be concluded that (1) (there was a difference on concept of science understanding between students’ taught by using Inquiry learning and those who were taught by using conventional technique), (2) there was different on sciences understanding between high motivation and low motivation students and (3) there was no significant interaction between teaching approach and motivation influencing concept of sciences understanding.
Highlights
The path of formal education is the most observed activity of success
The experimental class was a class deliberately a treated by Inquiry strategy, while the control class used the conventional strategy
The homogeneity test of variance aims to check of the data of the experimental class test and control class have a homogeneous variance
Summary
The path of formal education is the most observed activity of success. This is because formal education is done by official institutions and its evaluation is clear. There is still the possibility of various problems that always increase from year to year. One of the key problems in Indonesia Education today is the low quality of formal education. Many people ask what is wrong with the actual implementation of education in Indonesia. As quoted from Sidiknas (2013), The Education for All Development Index (EDI) shows Indonesia ranked 64 out of 120 countries in 2012
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call