Comparison of Learning Outcomes of Acid-Base Titration Using Guided Discovery and Inquiry Learning Models with the Buzz Group Discussion Technique
Keywords:
Guided Discovery Learning, Guided Inquiry Learning, Buzz Groups, Acid-Base Titration, Learning Outcomes
Abstract
The COVID-19 pandemic has affected the education system in Indonesia, especially in the implementation of learning. Due to a lack of time, learning using a scientific approach does not go well. One way to overcome time constraints is to use discussion techniques in learning. Therefore, research is needed that aims to compare student learning outcomes using the Guided Inquiry and Discovery Learning learning models using the Buzz Group discussion technique on acid-base titration material. The research population was all students of class XI, IPA MAN 1, Kota Bukittinggi, consisting of 4 classes. The sample is determined by the random sampling technique. Class XI IPA 1, the experimental class, uses the guided inquiry model, and class XI IPA 2, the experimental class, uses the guided discovery model with the buzz group discussion technique. Posttest data collection was done in the form of essay questions, with a total of 65 questions. The results showed that there were differences in the average scores of the two experimental classes. Based on the results of hypothesis testing, it was concluded that learning using the guided inquiry and guided discovery models with the buzz group discussion technique differed significantly.References
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Maida, M. C., Bayharti, B., & Andromeda, A. (2019). Pengaruh Penggunaan Lembar Kerja Siswa (LKS) Eksperimen Laju Reaksi Berbasis Inkuiri Terbimbing Terhadap Hasil Belajar Siswa Kelas XI MIA SMAN 4 Padang. JURNAL EKSAKTA PENDIDIKAN (JEP) Vol. 2. No. 1 Mei 2018, 3(1), 75-81.
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Nurdyansyah, N. (2018). Model Pembelajaran Berbasis Masalah Pada Pelajaran IPA Materi Komponen Ekosistem. Universitas Muhammadiyah Sidoarjo.
Pratama, R. E., & Mulyati, S. (2020). Pembelajaran Daring dan Luring pada Masa Pandemi Covid-19. Gagasan Pendidikan Indonesia, 1(2), 49-59.
Rinta, C., & Fitriza, Z. (2022). Development of Structured Essay Diagnostic Test of Chemistry on Acid Base Titration Materials as an Instrument for Analysis of Student Learning Outcomes. Edukimia, 4(2), 084-089.
Suarjana, G., Garminah, N. N., & Mahadewi, L. P. P. (2014). Pengaruh Teknik BUZZ GROUP terhadap Aktivitas dan Hasil Belajar IPS Siswa SD. MIMBAR PGSD Undiksha, 2(1).
Sumarniti, N. N., Arcana, I. N., & Wibawa, I. M. C. (2014). Pengaruh Model Guided Discovery Learning Terhadap Hasil Belajar IPA pada Siswa Kelas V di SD Gugus VII Kecamatan Sawan Tahun Pelajaran 2013/2014. MIMBAR PGSD Undiksha, 2(1).
Suryanti, D. P., Suroso, S., & Yustinus, Y. (2018). Penerapan model pembelajaran kooperatif tipe make a match berbantuan media puzzle untuk meningkatkan keaktifan dan hasil belajar IPS siswa kelas 4 SD Negeri dukuh 02 Salatiga tahun pelajaran 2017/2018. Naturalistic: Jurnal Kajian Penelitian Pendidikan dan Pembelajaran, 2(2), 216-230.
Sulistyowati, N., Widodo, A. T. W. T., & Sumarni, W. (2012). Efektivitas model pembelajaran guided discovery learning terhadap kemampuan pemecahan masalah kimia. Chemistry in education, 1(2).
Yerimadesi, Y., Bayharti, B., & Oktavirayanti, R. (2018). Validitas dan Praktikalitas Modul Reaksi Redoks dan Sel Elektrokimia Berbasis Guided Discovery Learning untuk SMA. Jurnal Eksakta Pendidikan (JEP), 2(1), 17-24.
Published
2023-03-14
How to Cite
Rahmi, G., & Fitriza, Z. (2023). Comparison of Learning Outcomes of Acid-Base Titration Using Guided Discovery and Inquiry Learning Models with the Buzz Group Discussion Technique. Entalpi Pendidikan Kimia, 4(1), 26-32. https://doi.org/10.24036/epk.v4i1.321
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