Scientific-Based Guided Inquiry Learning Model in Learning Chemistry in Class XI IPA Students of SMAN 1 Rote Timur

Abstract

INTRODUCTION 21st century learning demands a change from conventional teacher-centered into studentcentered. In this case, teacher has a very important role to change learning patterns. In this case, learning is an effort made by teachers deliberately to convey knowledge, organize and create a learning environment with the help of various methods, so that students can carry out learning activities effectively and efficiently to get maximum results (Uzuntiryaki 2010). . According to the Curriculum of 2013, learning activity must be student-centered. However, the implementation of the Curriculum of 2013 has not been fully implemented according to its objectives. Many teachers in schools apply the lecturing method with question and answer sessions. The lecture method keeps students from being passive in learning. In addition, the lecturing method makes students less understanding in the learning process. Based on the results of observations and interviews at State Senior High School of 1 East Rote, East Nusa Tenggara in the odd semester of 2019/2020 academic year, the learning process is still ineffective because students do not understand the teacher s explanation. As a result, students tend to be passive and have low learning outcomes. In the learning process ABSTRACT The purpose of this study is to determine the cognitive and effective learning outcomes of chemistry students using a scientifically based guided inquiry learning model. This study employed a quantitative methodology.. The population in this study consisted of 58 students from class XI at State Senior High School 1 Rote Timur, NTT For the 2019/2020 academic yea. Cluster random sampling was used to select the sample, which included two experimental and control classes. Tests, questionnaires, and observation sheets were used to collect data. The independent test samples t-test was used to analyze student learning outcomes. The finding showed that learning outcomes using the ScientificBased Guided Inquiry Model and the direct method differs significantly from average high school learning outcomes. The results of the two aspects of learning outcomes, namely aspects of knowledge, and attitudes show a value of p <0.05 so that H0 is rejected and Ha is accepted. Thus, there are differences in student learning outcomes given the learning method using guided inquiry with students using conventional learning. However, from the results of data analysis, it was obtained that the p-value for the knowledge aspect was 0.000, the pvalue for the attitude aspect was 0.038.