The effect of inquiry models and motivation to study on students’ cognitive learning outcomes in straight motion learning at senior high school (A case study)

Abstract

The effectiveness of learning on physics learning outcome is influenced by various factors, including the learning model used and student learning motivation. This research is a case study of the implementation of the inquiry learning model on straight motion material with the research subjects of Class X students at SMAN 1 Basa Ampek Balai, Pesisir Selatan, West Sumatra. The research objective was to determine the effect of inquiry learning models and learning motivation on student cognitive learning outcomes. The research was conducted using a quasi-experimental research method with a pre-test post-test design using two groups, the experimental group and the control group as a comparison. The sample of this research was 70 students and divided into two groups, the experimental group was given an inquiry learning model and the control group with conventional learning. Both groups were measured their learning motivation using a questionnaire. The results showed that there were significant differences in student learning outcomes with conventional inquiry and learning models. This is based on the results of The Mann-Whitney test with W = 1831.0 which corresponds to a p-value < 0.05, which means that the medians of the two groups are significantly different at α = 0.05. Inquiry learning model improves Straight Motion learning outcomes by obtaining an average N-gain score of 41.95%. In addition, the study also found that there was a significant interaction effect between the inquiry learning model and learning motivation on students cognitive learning outcomes.