Abstract
The purpose of this study to determine the effect of the use of inquiry-based learning to the increased dimensions of procedural knowledge in electrical magnetic material. The study used a quasi-experimental research methods with research design is non-equivalent control group design and a sampel are selected with the random sampling method. The experimental group was taught by the method of inquiry-based learning and the control group was taught by conventional methods. Collecting data using the instrument of multiple-choice test that developed through this research with category of validity is valid, reliability with category of reliable, index of discrimination with category of low, and level of difficulty with category of medium. The results of the data analysis by using the formula N-Gain and t-test showed that an increase in the dimensions of procedural knowledge siginificantly for experimental class and less significant for control class. Based on the results of this study suggested to the teacher to always use the method of inquiry learning that an increase in procedural knowledge dimension, especially for topics related to experimental physics.
Highlights
Indonesia’s participation in several events of the Trends in International Mathematics and Science Survey (TIMSS) has not shown satisfactory results
The result of normality test of data using Liliefors Test showed that the control class data and experiment class were normally distributed with Lcalc of 0.131 and 0.156 respectively
Homogeneity test was done by using variance analysis and obtained for control group 139.96 and experimental group 220.97
Summary
Indonesia’s participation in several events of the Trends in International Mathematics and Science Survey (TIMSS) has not shown satisfactory results. Indonesia was ranked 36 out of 45 countries in 2003, ranked 35th out of 48 countries in 2007 and ranked 40th of 42 countries in 2011 (TIMSS, 2011). This low ranking includes cognitive, affective and skill domains. Junike - The Effect of Inqury Based Learning on The Procedural Knowl- 89 framework of Anderson and Krathwohl (2001) include the dimensions of knowledge, namely; dimensions; (1) factual; (2) conceptual; (3) procedural; and (4) metacognitive. The dimensions of metacognitive are knowledge of (i) strategy, (ii) cognitive operations, and (iii) about themselves
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