Inquiry Training Research Articles

THE EFFECT OF INQUIRY TRAINING LEARNING MODEL USING MACROMEDIA FLASH AND CREATIVE THINKING ABILITY ON SCIENCE PROCESS SKILLS OF STUDENT

The aims of this research were to analyze science process skills of students using Inquiry Training Learning Model use Macromedia Flash on science process skills of students compare using conventional learning, analyze science process skills ofstudents who have high category in creative thinking ability better than low category in creative thinking ability, and analyze the interaction between Inquiry Training learning model use Macromedia Flash and the level of creative thinking ability in improving the science process skills. The research type was quasi experiment andtwo group pretest-posttest designs were used in this study. The sample was choosen by using cluster random class technique. The instrument was consist of science process skills test and creative thinking ability test. Data in this research was analyzed by using twoway Anova. The results of this research showed that the inquiry training learning model use macromedia flash was better than conventional learning in improving the students science process skills, the science process skills of the students who had highcategory in creative thinking ability was better than low category, and there was interaction between inquiry training learning model use macromedia flash and the level of creative thinking ability in improving students science process skills.

Pengaruh Model Inquiry Training dan Berpikir Kritis Terhadap Kemampuan Berpikir Ilmiah Mahasiswa pada Mata Kuliah Kimia Dasar

This study was based on less varied learning model used in chemistry and to practice thinking skills that students can apply the concepts to solve chemical problems. It was done to try out the inquiry training model. The research instruments were used to measure dependent variable which is scientific thinking. Two learning models were applied: inquiry training model applied on the experiment group and lecture method applied on the control group. Critical thinking as the moderator variable that was measured through the critical thinking tests. The experimental research used 2 x 2 factorial design 8 meeting. The data were analyzed using two ways Anova and Tuckey test. The study concluded that: 1) There are differences of the scientific thinking skills between the inquiry training model and the lecture method learning model. 2) There is a significant difference of the scientific thinking skills between low and high level of critical thinking skills. 3) There are differences of scientific thinking skills of low levels critical thinking students between students who were taught by inquiry training model and that of by lecture learning method. 4) There are differences in scientific thinking skills among the group of students who had high level of critical thinking taught by inquiry training model and lecturing learning model. 5) There is no interaction between the application of inquiry training model to the level of critical thinking to the students scientific thinking skills.

THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS

The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.

THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL AND CRITICAL THINGKING ABILITY TOWARD SCIENCE PROCESS SKILLS OF SMA

The purpose of research are 1). To know are differences in science process skills of students with the applied of inquiry training learning model and direct instruction learning models, 2). To know are differences in science process skills of students who has high critical thinking ability and the critically low ability, 3). To know the interaction inquiry training learning model and critical thinking ability toward students science process skills. The samples in this research conducted by cluster random sampling and as many as two class , the first class (X-I) as experiment applied Inquiry Training learning model and the second class (X-2) as control class applied Direct Intruction learning model. The instrument used in this research is tests science process skills and critical thinking skills in the form of description and observation sheets science process skills. From these results it can be concluded that: 1) there are differences in students science process skills with applied inquiry training model and direct intruction model, 2) science process skills of students with high critical thinking ability is better than the science process skills of students with the ability to think critically low, and 3) the interaction inquiry training learning model and critical thinking ability toward the science process skills.

Pengaruh Pembelajaran Inquiry Training Terhadap Kemampuan Komunikasi Matematis Dan Representasi Matematis Siswa

This studyaims to: 1) assess whether there is an increase in communication skills and mathematical representation of students through learning by using Inquiry Training strategy, 2)examine whether students using Inquiry Traininglearning strategy has better mathematical communication skills than those using conventional learning, 3) examine whether students using Inquiry Traininglearning strategy have better mathematical representation than those using conventional learning strategy, and 4) know students ’attitudes towards learning mathematics using Inquiry Trainingstrategy. Two classes are randomly selected by way of raffle for the research sample. Quantitative analysis is performed on the average normalized gain and on attitudes of students between the two sample groups using Two-Line ANOVA TEST.After data analysis, the results obtained are: 1) The ability of mathematical representation at student who learn using Training Inquirylearning is better than at students who receive conventional learning, 2) communication skills at students who learn mathematics using Training Inquirylearning is better than at students who obtain conventional learning, 3) There are significant differences in improvement of students ’mathematical representation ability among students with high, medium, and low ability.

PENGARUH MODEL PEMBELAJARAN INQUIRY TRAINING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK KALOR DI KELAS VII SEMESTER II SMP SWASTA AN-NIZAM MEDAN

This study aims to determine: 1) physics student learning outcomes 2) students during the learning activity 3) differences due to the effect of the application of inquiry learning model of training on student learning outcomes. This research is a quasi experimental research design with two group pretest-posttest design. The study population was all students of class VII Semester II Private SMP An-Nizam field consisting of 3 classes. Sampling was done by cluster random sampling by taking two classes, namely class VII-A class of experimental class and control class VII-C. The instrument used in this study is twofold: 1) achievement test 2) the observation sheet. Observation sheet consists of assessment activity, affective and skills. Hypothesis testing using t-test. The results were obtained an average value of the experimental class pretest 34.65 with SD = 13.1 and the mean posttest score 76.48 with SD = 8.6. In the control group pretest value rearata 31.74 with SD = 11.8 and the mean posttest score 68.34 with SD = 8.6. Learning activities in the classroom experiment is 70.94% and 60.87% in the control class, so the class concluded the experiment had increased activity higher than in the control class. Increased affective experimental class students 62.20% and 57.60% control class, so that concluded increased affective experimental class higher than the control class. The development of an experimental class students' skills increase, 69.05% at the first meeting, the second meeting of 70.94%, 72.84% III meeting. So the average value during the learning skills of the students 70.94% (active). Data obtained from testing the hypothesis that the post-test t = 36.50 at significance level α = 0.05 and price table = 1.669. So tcount> t table (3.960> 1.668) then Ho is rejected and Ha accepted. It can be concluded that there is no influence of the application of inquiry learning model of training in the heat of the material in class VII Semester II Private SMP An-Nizam TP 2013/2014. Keyword : Inquiry Training, Hasil Belajar, Kalor

EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS

This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.

THE EFFECTS OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING TOWARDS SMA STUDENT LEARNING OUTCOMES

The purposes of the research are: (1) To determine differences in learning outcomes of students with Inquiry Training models and Direct Instruction teaching models, (2) to determine differences in physics learning outcomes of students who have high critical thinking and low critical thinking, (3) to determine the interaction between learning models with the level of critical thinking in improving student Physics learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied Inquiry Training models as a class and the second class of controls implemented Direct Instruction models. The instrument is used in this study is physics learning outcomes tests in narrative form as many as 7 questions and critical thinking test in narrative form as 7 questions that have been declared valid and reliable. The results were found: (1) there are differences in physical students learning outcomes are taught by Inquiry Training models and Direct Instruction teaching models. Learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with Direct Instruction Model Learning. (2) There is a difference in student's learning outcomes that have high critical thinking and low critical thinking. Student learning outcomes that have a high critical thinking better than student learning outcomes that have a low critical thinking. (3) There is interaction between learning and mastery of material Model Physics prerequisite to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the Inquiry Training critical thinking, while learning outcomes of students who are taught with Direct Instruction models are not affected by the students' critical thinking.

THE EFFECTS OF INQUIRY TRAINING ASSIST MEDIA OF HANDOUT AND ATTITUDE SCIENTIFIC TOWARDS SCIENCE PROCESS SKILLS IN PHYSICS STUDENTS

The purpose of this research has described difference: (1) skill of student science process between inquiry training assist media of handout and direct instruction, (2) skill of student science process between student possess attitude scientific upon and under of mean, and (3) interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1) between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2) between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3) any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.

The exploration of the practice teaching ofAcupuncture and Moxibustion Therapy

Acupuncture and Moxibustion Therapy as a bridge between theoretical courses and clinical practice of acupuncture and moxibustion, is important. As the main part ofAcupuncture and Moxibustion Therapy, the training course deals with case analysis, inquiry training and simulation, clinical treatment ability training etc, in order to realize seamless docking classroom and clinical. Key words: Teaching of acupuncture and moxibustion Practical teaching Ability

PENERAPAN MODEL PEMBELAJARAN INQUIRY TRAINING UNTUK MENINGKATKANAKTIVITAS BELAJAR FISIKA SISWA DI KELAS XI IPA 2 SMA NEGERI 12 MEDAN

ABSTRACT The objective of research to view the student learning activity which encompass student learning activity while doing in grouping in class on subject Physics lesson which delivered on the students’ learning outcomes increasing by applicated the learning model of Inquiry Training. This subject of research was taken in class of XI IPA 2 SMA Negeri 12 Medan by number of 45 students.The initially of teaching – learning process is done by learning outcomes testing ( Pretest), by the average data is 20,53, it is shown that the students’ average not yet have preparation before learn in the school. Then, continued the teaching – learning process, in the end of second teaching – learning process and the fourth teaching – learning process is done the first formative and second formative of learning outcomes testing, the result is shown that the average of first outcome is 67,91 by the classical completeness is 60% and the second of the average is 89,47 by the classical completeness is 86,66%. By viewing the changing, the changing is effected by the teacher action during teaching – learning process in cycle II. The students’ activities accord the observer viewing on cycle I among others writing / reading (38%), doing worksheet in discuss (22%), asking for friend (17%), asking for teacher (10%), and not relevant with teaching – learning process (13%). The student activities data accord the observation in cycle II among others writing / reading (27%), doing worksheet (31%) , asking for friend (27%), asking for teacher (10%), and not relevant with teaching – learning process (4%). Keywords: Inquiry Training of Learning Model, Students’ activity, the student learning outcomes

A Paradigm Shift: Healing, Quality of Life, and a Professional Choice

In his most recent publication, Dr. Balfour Mount, the father of palliative care in North America, highlights the necessity of a paradigm shift in health care from the diagnostic and therapeutic models to a model of care that also embraces whole person care, a model in which attention to quality of life, healing, and attention to the lived experience of the whole person and their family are foundational. Dr. Mount challenges each of us to consider this paradigm shift as a personal and a professional choice. In this article, I take the next step in sketching a picture of what Dr. Mount is possibly challenging us all to choose.

EFEK MODEL PEMBELAJARAN INQUIRY TRAINING BERBASIS MEDIA KOMPUTER TERHADAP KETERAMPILAN PROSES SAINS DAN KEMAMPUAN BERPIKIR KRITIS SISWA

The purpose of the research is to know if there is any difference between the skill of students in a science process and the students critically thinking ability using inquiry training’s model of computer base. The method used in the research is quasi experiment or consisting two variables (classes),one class used as an experiment and one as a control class. The result shownthat skill of students in a science process are N-gain experiment class 0.84(high category) and control class 0.68 (medium category). On the contrarybased on the students critically thinking ability of N-gain experiment class0.75 (high category) and control class 0.67 (medium category). Therefore inquiry training’s model of computer base significantly give a better outcomethan inquiry training’s model.

EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all students in class XI SMA Negeri 1 T.P Sunggal Semester I 2012/2013. The sample of this research was consisted of two classes with a sample of 70 peoples who are determined by purposive sampling, the IPA XI-2 as a class experiment using a model-based multimedia learning Training Inquiry as many as 35 peoples and XI IPA-3 as a control class using learning model Inquiry Training 35 peoples. Hypotheses were analyzed using the GLM at significant level of 0.05 using SPSS 17.0 for Windows. Based on data analysis and hypothesis testing conducted found that: (1) Training Inquiry-based multimedia learning model in improving student learning outcomes rather than learning model physics Inquiry Training. (2) The results of studying physics students who have high motivation to learn better than students who have a low learning motivation. (3) From this research there was an interaction between learning model inquiry-based multimedia training and motivation to study on learning outcomes of students.

THE ANALYSIS CONCEPT PRELIMINARY OF PHYSICS AND THE STUDY RESULT PHYSICS IN LEARNING MODEL BY USING INQUIRY ON TRAINING MATERIALS DYNAMIC ELECTRICAL

This study aims to analyze (1)The results of studying physicsstudent's by learning model Inquiry Training and Direct Instruction. (2)Theresults of studying physics students who have low initial concept mastery andmastery of high initial concept. (3)The interaction between the levels ofmastery learning model with the initial concept in improving learning outcomes Physics. The study population is a private junior high schoolstudent PAB 8 Deli Serdang. The sample is random cluster class. Theinstrument used consisted of (1)initial concept mastery test, (2)Test resultsof learning with dynamic power subject matter. The next stage is to test theprerequisite analysis tests of normality and homogeneity. Results of dataanalysis showed that the samples come from populations that are normallydistributed and variances homogeneous both samples. Then test thehypothesis by using ANOVA analysis of two paths. The results showed that(1)Results of student learning in the classroom Inquiry Training better thanthe class of student learning outcomes Direct Instruction. (2)The results ofstudents' mastery of concepts that have high and low at the beginning ofInquiry Training class is better than mastery of the concept of high and lowinitial class of students in the Direct Instruction. (3)There is no interactionbetween learning model and Direct Instruction Training Inquiry with theinitial level of mastery of concepts in Physics improves learning outcomes.

ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1) test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2) test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1) There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2) there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3) There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

The Right Stuff: Inquiry Training, Teaching & Transfer for Content Mastery in the Sciences

The standardized testing movement has inadvertently placed pressure on elementary and secondaryinstructors to teach to the test. Primarily this is manifested through memorization and testing skillstraining and less on developing content mastery and problem solving. Hands-on activities (alsoreferred to as inquiry learning) are lauded by the literature as an effective methodology in thedevelopment of content mastery (Akerson, V., Hanson, D., & Cullen, T.; NSF, 2010; Smith, T.,Desimone, L., Zeidner, T., Dunn, A., Bhatt, M. & Rumyantseva, N., 2007). Nevertheless, administratorsoften see the inquiry method as an ineffective use of classroom and training time diverting attentionaway from test preparation. The research abounds, however, regarding the positive influence hands-on/inquiry-based learning can have on testing results (Cuevas, P., Lee, O., Hart, J. & Deaktor, R., 2005;Marx, R., Blumenfeld, P. C., Krajcik, J., Fishman, B., Solomay, E., Geier, R. & Tal, R. T., 2004; Stohr-Hunt, P. M., 1996; Ruby, A., 2006; and Ashman, S., 2007).

Microcomputers in undergraduate laboratory training in psychology

Goals for undergraduate training in psychology are reviewed, and a survey is reported to suggest ways in which computers are being used to meet these goals. Currently computers primarily aid data collection and analysis. Computer-based literature searching and word processing are becoming more common. The true challenge of laboratory training, however, is inquiry training: helping students generate and frame research questions and interpret their results. Are we using the time we have gained through computer data collection and analysis to meet these goals? Are there ways in which the computer can directly help us meet these goals? The new generation of flexible experiment-generator software may provide direct help of this sort, as may effective simulations of theory.

TEACHING METHODS IN PUBLIC ADMINISTRATION REVISITED

Methodology courses in MPA programs tend to be unpopular with students and professors alike. These same courses, however, prove to be among the most valuable when the student is completing the degree program or when the student becomes a practitioner of public administration. In this article, many of the most widely used learning models for methodology are critiqued. In addition, the authors make a case for the use of inquiry training techniques, arguing that they are most appropriate for both students and professor because of their environmental sensitivity.

Beyond lecture and laboratory in the physical therapy classroom.

The purpose of this paper is to describe how two teaching models, the Inquiry Training Model and the Simulation Model, have been adapted for use in the physical therapy classroom. To help students synthesize the various physical therapy skills they were learning, variations of the Inquiry Training Model and the Simulation Model were used in addition to standard lectures and laboratories to teach the Evaluation Unit to junior level physical therapy students. The feedback obtained at the end of each class from both students and faculty members indicated that the learning experiences were considered both helpful and fun. This article summarizes the important components of the Inquiry Training Model and the Simulation Model. I recommend learning experiences based on these models to augment lecture and laboratory classes.