文章基本信息

标题：Observing The Effect of Guided Inquiry Learning and Students’Spatial Ability toward The Students’ Learning Outcome on Molecular Geometry Content
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作者：Nur Sa’adah ; Effendy Effendy ; Suhadi Ibnu 等
期刊名称：Jurnal Pendidikan Sains (JPS)
印刷版ISSN：2442-3904
出版年度：2017
卷号：5
期号：2
页码：64-71
DOI：10.17977/jps.v5i2.9033
出版社：Pascasarjana Universitas Negeri Malang (UM)
摘要：The purpose of this study are (1) to know the differences of learning achievement on the molecular shape subject between the students who taught by inquiry learning and verification (2) to know the differences between the high spatial ability to the students learning achievement in the molecular shape topic (3) to know the interaction between the inquiry learning and verification teaching with the students’ spatial ability. The results showed that (1) there were differences in learning achievement of students who were taught by inquiry learning and verification. The students’ learning achievement of students who were taught by inquiry learning better than students who were taught by verification (2) there were differences between in learning outcomes of students with high spatial and students with low spatial, students who have high spatial performance is better than low spatial ability students the high spatial ability to the students learning achievement in the molecular shape topic (3) there were no interaction between inquiry learning and verification methods with the students’ spatial ability.
其他摘要：Abstract : The purpose of this study were: (1) to know the differences of learning achievment on the molecular shape subject between the students who taught by inquiry learning and verification (2) to know the differences betwen the high spatial ability to the students learning achievement in the molecular shape topic (3) to know the interaction between the inquiry learning and verification teaching with the students’ spatial ability. The results showed that: (1) there were differences in learning achievment of students who were taught by inquiry learning and verification. The students’ learning achievment of students who were taught by inquiry learning better than students who were taught by verification (2) there were differences between in learning outcomes of students with high spatial and students with low spatial, students who have high spatial performance is better than low spatial ability students the high spatial ability to the students learning achievement in the molecular shape topic (3) there were not interaction between inquiry learning and verification methods with the students’ spatial ability. Key Words : inquiry learning, visibility space, learning achievment Abstrak : Tujuan dari penelitian ini adalah: (1) mengetahui apakah ada perbedaan hasil belajar pada pokok bahasan bentuk molekul antara siswa yang diajar dengan pendekatan inkuiri terbimbing dan pendekatan verifikasi (2) mengetahui apakah terdapat perbedaan antara kemampuan kemampuan pandang ruang tinggi dan rendah terhadap hasil belajar siswa (3). mengetahui apakah terdapat interaksi antara cara pengajaran Inkuiri terbimbing dan verifikasi dengan kemampuan pandang ruang siswa.. Hasil penelitian menunjukkan bahwa : (1) ada perbedaan hasil belajar siswa yang diajar dengan cara inkuiri terbimbing dan verifikasi. Hasil belajar siswa yang diajar dengan cara inkuiri terbimbing lebih baik dibanding dengan siswa yang diajar dengan cara verifikasi (2) ada perbedaan kemampuan pandang ruang tinggi dan rendah terhadap prestasi belajar kimia pada bentuk molekul, hasil belajar kimia dipengaruhi oleh kemampuan pandang ruang siswa (3) tidak ada interaksi antara metode pembelajaran inkuiri terbimbing dan verifikasi dengan kemampuan pandang ruang siswa. Kata kunci : pendekatan inkuiri terbimbing, kemampuan pandang ruang, hasil belajar
关键词：inquiry learning;visibility space;learning achievment