APPLICATION OF THE GUIDED INQUIRY LEARNING MODEL TO INCREASE STUDENT LEARNING MOTIVATION

: The purpose of the study was to describe the application of the guided inquiry learning model to increase students' motivation to learn about energy in life topics. This research is a descriptive study involving 20 class VII-E SMP Muhammadiyah Sidoarjo Indonesia students in the Academic Year 2021/2022. This research is pre-experimental research with one group pretest-posttest design. The instruments used are motivational tests and questionnaires. The data analysis technique used is the normality test and the Wilcoxon test. The research data collection was carried out using the test and questionnaire method. The instrument used was a learning motivation questionnaire. Hypothesis testing using the Wilcoxon test. The data analysis and discussion results show an increase in learning outcomes with an average N-Gain of 0.61, which has moderate criteria. Questionnaire responses obtained 87.2% in the high category. The Wilcoxon test showed a significance score of <0.05, meaning a significant difference between the pretest and posttest scores. It can be concluded that applying the guided inquiry model increases learning motivation.


INTRODUCTION
Education is a basic need in upholding and growing the potential of human resources. Education is a correlation method to encourage the learning process. Law No. 20 of 2003 states that: study programs plan and knowledge have a scheme, capacity, and materials learning with the rules that will be used as a guide, and the implementation of these activities meets the objective of education [1]-fixing quality by implementing a scientific approach to realize learning focused on the subject of education. Students' ability is encouraged to find, explore, apply, investigate and assess. Scientific approach, students carry out activities, namely observations, questions, experiments, management, presentation, and conclusions. In addition, learning leads to a balance and improvement of non-technical and technical skills, covering aspects of attitude, expertise, and understanding.
The 2013 curriculum has the goal that students can develop personal knowledge based on applied learning resources. In learning resources, the student worksheet does not cover students' activeness in terms of understanding, problem-solving, and concepts on low-level material [2]. The learning process will move proficiently, conducive, innovative, fun, and exciting if assisted by presenting material, one of which is worksheets [3]. For this reason, there must be a type of learning that plays a more critical role in supporting the learning process, one of which is the scientific method of guided inquiry learning.
Natural Sciences or Natural Sciences is an essential component of natural science that has four essences: method, application, attitude improvement, knowledge, and application [4]. Science-based learning will lead students to determine their knowledge [5] and focus on inquiry [6] so that it is expected to make it easier for students to understand material about nature in depth.
Based on interviews that have been carried out at SMP Muhammadiyah Sidoarjo, the results show that they tend to use the lecture method, and do not display other learning styles, so students easily feel bored when learning takes place, and there is a lack of motivation to learn in students. Motivation is a driver of students in determining success. The motivation of students can encourage learning to achieve maximum results.
The following is relevant research regarding the application of the guided inquiry model to increase learning motivation that has been carried out and positively influences students. Learning by applying guided inquiry based on animated videos can increase students' learning motivation [7][8].
According to Clayton Alderfer [9], learning motivation refers to the tendency of students to engage in activities that are encouraged to achieve optimal values or learning outcomes. Motivation plays an important role in providing enthusiasm in learning and is considered important in terms of function and value, so there is an urge to influence behavior [10]. The factors that influence learning motivation, namely internal factors, are factors from within themselves which are the willingness to learn, intelligence, and health status so that they can increase learning motivation. [11]. With the motivation to learn, students will work harder, be persistent and focus on learning. Learning efforts in schools need to be done to encourage learning motivation [12].
Inquiry learning is described as the process of students finding new knowledge that is meaningful and useful because it invites students to carry out processes, such as understanding scientific questions and problems, formulating problems, compiling, combining, and describing data, and preparing results based on scientific problems and phenomena. [13]. A learning model is needed to increase motivation to influence students' reasoning and high curiosity. Guided inquiry is expected to be able to overcome these problems. Inquiry is a form of guidance that focuses students on building new designs based on critical thinking through experimental activities [14]. In guided inquiry learning, students can collect information by conducting analytical experiments to obtain facts and information appropriate to solve problems [15].

RESEARCH METHODS
The research was held at SMP Muhammadiyah Sidoarjo for the 2020/2021 academic year. This type of research uses pre-experiments. The design applied was one group pretest-posttest design. The sample used in the study was 20 students in classes VII-E. In the research design, before learning, the subject was given a pretest to find the students' initial skills (O1). Research subjects included treatment (X) by implementing the guided inquiry learning model assisted by LKPD, after which the subjects were distributed posttest (O2) [16]. The data collection techniques used were motivational tests and questionnaires. The test was carried out two times before (pretest) and after (posttest), and the treatment was given. Questionnaires were given to capture student responses about learning with the guided inquiry model assisted by worksheets.
The pretest and posttest results were used to carry out the normality test and the Wilcoxon test to determine learning motivation. The motivation questionnaire was submitted to students to see their responses to guided inquiry learning. The calculation of the questionnaire is based on the following Likert scale: The data collection methods used include the following table 1. The results of the student data are then analyzed using the percentage of responses to each statement that has been submitted using the formula: Percentage = Number of values obtained Maximum value x 100% The following are the criteria for student questionnaire responses: The following formula is used to find out the increase in students' learning motivation with the guided inquiry learning model using N-Gain: The results of the N-Gain Score obtained are then interpreted according to Table 3: The research hypothesis testing was carried out using the Wilcoxon test with the help of IMB SPSS 24. The proposed hypothesis is as follows: H1: There are differences in learning motivation before and after implementing the guided inquiry learning model.
If the significance value is <0.05, then H1 is accepted, which means that the pretest and posttest values have a significant difference.

RESULT AND DISCUSSION
The results received in the form of data before and after measurements are shown in Table 4.  Table 4 shows the number of students with complete and incomplete minimum completeness categories.
The pretest scores of all students were incomplete, while the posttest scores were 11 students completed and nine incomplete.   Table 5, the results show that the minimum pretest value is 20 and the maximum pretest value is 70, while the minimum posttest value is 60 and the maximum posttest value is 90. These values are the results before and after applying the guided learning model (Figure 1).  Table 6 shows that the results of the normality test analysis in the pretest meet the requirements for a significant value > 0.05, while the posttest value does not meet the significant requirements of less than 0.05, so it can be said that the normality test analysis is not normally distributed. The t-test could not be performed, so it was replaced with a non-parametric statistical test. The Wilcoxon test is a non-parametric test that is not normally distributed and is used to identify students learning motivation in grades VII-E. Based on the results of the Wilcoxon test in Table  7, it can be explained that the pretest and posttest scores have made progress which can be observed from the positive ranks of data. There are 20 positive data (N) which means that 22 students are motivated. The mean rank or average increase is 10.50, while the positive sum of ranks is 210.00. The Wilcoxon test uses SPSS 24 output. The basis for taking the Wilcoxon test is if the value of Asymp.sig. (2-tailed) is smaller < 0.05, then "Ha is accepted," and if the value of Asymp.sig. (2-tailed) is greater than 0.05, then "Ha is rejected", then do a statistical test.
Based on the calculation results from the statistical test, it can be seen that Asymp.Sig (2-tailed) has a value of 0.000. Because the number 0.000 is smaller than <0.05, it can be defined as "Ha is accepted". It means that there is a comparison of pretest and posttest scores, where the posttest scores have increased. It is also known that the guided inquiry learning model assisted by LKPD has an average motivation of 87.2% with a very high category, so it is concluded that there is an effect of using the guided inquiry method on learning motivation for class VII-E. Guided inquiry invites active students to carry out investigative activities. These activities make students able to explore new experiences and procedures. Therefore the teaching and learning process makes them enthusiastic. [18].
The following is an N-Gain that is carried out to know the increase in students' learning motivation. The results of N-Gain can be seen in Table 7.  Table 7, it is known that the results of the pretest and posttest N-Gain for each student. Average N-Gain with a score of 0.62 moderate criteria. The guided inquiry model can affect the motivation of students. It is because the implementation or steps of guided inquiry learning activities have the power in group discussions. Students are required to interact with each other and play an active role in discussions so that there is a sense of tolerance and responsibility in solving problems given by the teacher.
Motivation is considered to play a role in learning because achievement motivation has the following meanings: (a) achievement-oriented is understood as behavior that leads to activities that achieve the highest achievement; (b) innovation includes elements of students' desire to find better or better ways; (c) be responsible for yourself in completing tasks including completeness of tasks, be confident and work hard for learning success, (d) ability to predict failure include factors of student sanity, perception risk of failure, and lack of effort, or thoroughness and care in trying to overcome situations that hinder academic achievement [19]. The level of learning motivation is not only influenced by learning difficulties but also influenced by learning styles and environmental factors [20]. Learning styles that are suitable for students will affect students' learning motivation which is increasing because of an increasing urge in students to learn and process subject matter. Family environmental factors also influence student learning motivation. Family factors are the main factors in students' life, growth, and development that affect their learning motivation [21].

CONCLUSION
Based on the results of the research presented above, it can be concluded that the Score increases before and after the use of the guided inquiry method on students' learning motivation. Learning motivation has increased from the average value of 38 to 77 seen from the N-gain Score, which is 0.62 medium criteria. Student responses obtained 87.2% in the very high category.