Guided inquiry learning-based blended learning on chemical equilibrium material to improve senior high school student learning outcomes
DOI:
10.29303/jpm.v17i1.3183Published:
2022-01-15Issue:
Vol. 17 No. 1 (2022): January 2022Keywords:
Guided Inquiry, Student Learning Outcomes, Blended Learning, Chemical EquilibriumArticles
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Abstract
This researchàaimed to improve student's learning outcomes on chemical equilibrium material through the application of guided inquiry learning usedàblended learning to determine studentsââ¬â¢Ã activities and student responses for applied learning. This study uses observation and test methods to collect data and One Group Pretest-Posttest Design to determine an increase in student learning outcomes. The research was conducted at SMA Al-Islam Krian foràthe 2021/2022 academic year. The results showed that implementation of guided inquiry learning based on blended learning was 98.8%, with a very good category. The percentage of student activity is 96%. The learning outcomes obtained by the students showed an increase between the pretest and the posttest, with an average n-gain value of 0.8 in the high category, and from results of paired sample t-test was obtained by the Sig. (2-tailed) 0.000 < 0.005, which means that there is a significant difference. The results of student responses during learning are 96%. This research concludes that guided inquiry learning can improve studentsââ¬â¢Ã learning outcomes on chemical equilibrium materials.References
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Author Biographies
Diyah Ayu Ningsih, State University of Surabaya
Dian Novita, State University of Surabaya
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