PENGARUH MODEL GUIDE INQUIRY LEARNING TERHADAP KEMAMPUAN KERJA SAMA ANAK DI RA TRI PUTRI KOTA MAKASSAR
Abstract
Pembelajaran guided inquiry bisa menstimulasi karakter sosial anak menggunakan pemikiran yg kritis, marajuk pada beberapa penelitian di atas membuktikan bahawa bagaimana model pembelajaran inkuiri terbimbing dapat meningkatkan kemampuan kooperatif anak dalam proses pembelajaran.penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran terbimbing terhadap kemampuan kooperatif anak di RA Tri Putri Makassar. Penelitian ini memakai metode penelitian kuantitatif melalui Quasi Experimental Design. 30 anak berpartisipasi dalam penelitian ini.. Teknik pengumpulan data dalam penelitian ini meliputi eksperimen, observasi, dan dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini terdiri dari pre-test dan independent sample t-test. Berdasarkan hasil uji independent sample t test, equal variance diasumsikan Sig. (dua sisi) adalah 0,000, kurang dari nilai alpha 0,05, yang berarti h0 tertolak dan ha diterima, yaitu ada perbedaan rata-rata kemampuan kooperatif anak di RA Tri Putri Makassar dan Tri Putri Makassar. Hasil analisis independent sample t-test dapat menunjukkan bahwa hipotesis penelitian yang dikemukakan adalah jika RA Tri Putri Makassar dan TK Tri Putri Makassar terdapat perbedaan rata-rata kemampuan kerjasama anak. , yaitu model pembelajaran terbimbing berpengaruh terhadap kooperatif siswa RA Tri Putri Makassar.
Abstract
Guided inquiry learning can stimulate children's social character using critical thinking, based on several studies above, it proves that the guided inquiry learning model can improve children's cooperative abilities in the learning process. This research aims to determine the effect of the guided learning model on children's cooperative abilities in RA. Tri Putri Makassar. This research uses quantitative research methods through Quasi Experimental Design. 30 children participated in this research. Data collection techniques in this research included experimentation, observation and documentation. The data analysis technique used in this research consists of a pre-test and independent sample t-test. Based on the results of the independent sample t test, equal variance is assumed to be Sig. (two-sided) is 0.000, less than the alpha value of 0.05, which means h0 is rejected and ha is accepted, that is, there is a di fference in the average cooperative ability of children at RA Tri Putri Makassar and Tri Putri Makassar. The results of the independent sample t-test analysis can show that the research hypothesis put forward is that RA Tri Putri Makassar and TK Tri Putri Makassar have differences in the average ability of children's cooperation. , , namely the guided learning model has an effect on the cooperativeness of RA Tri Putri Makassar students.
References
Akbar, M. A., Hikmawati, H., & Rokhmat, J. (2020). Pengaruh Model Guided Inquiry Learning terhadap Hasil Belajar Siswa di SMAN 1 Pringgarata. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 4(2). https://doi.org/10.36312/e-saintika.v4i2.142
Annisaa, F., & Yonata, B. (2022). Using flipped classroom approach to promote critical thinking skills on reaction rate topic. Jurnal Pijar Mipa, 17(3), 337–346. https://doi.org/10.29303/jpm.v17i3.3477
Cahaya, I. M. E., Suarni, K., Dantes, N., & Margunayasa, I. G. (2020). The effect of guided inquiry learning model on creativity and linguistic ability viewed from social interaction ability among kindergarten children of group b. Journal of Education and E-Learning Research, 7(4), 421–429. https://doi.org/10.20448/journal.509.2020.74.421.429
Chandra, K., Degeng, I. N. S., Kuswandi, D., & Setyosari, P. (2020). Effect of guided inquiry learning model and social skills to the improving of students’ analysis skills in social studies learning. Journal for the Education of Gifted Young Scientists, 8(1), 603–622. https://doi.org/10.17478/JEGYS.654975
Erdani, Y., Hakim, L., & Lia, L. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Literasi Sains Siswa di SMP Negeri 35 Palembang. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 45–52. https://doi.org/10.29303/jpft.v6i1.1549
Furqon, H. M., & Novita, D. (2021). Implementation Of Electronic Student Worksheet Based On Guided Inquiry Learning Model On Chemical Equilibrium Material To Improve The Students’ Creative Thinking Skills. Jpps (Jurnal Penelitian Pendidikan Sains), 73–89. https://doi.org/10.26740/jpps.v11n1.p73-89
Hafidz, N., & Rachmy, R. D. (2021). Mengasah Kecerdasan Spiritual Melalui Aktivitas Berdoa pada Anak Usia Dini. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 7(4), 59. https://doi.org/10.32884/ideas.v7i4.444
Hanifah, M., & Purbosari, P. P. (2022). Studi Literatur: Pengaruh Penerapan Model Pembelajaran Guided Inquiry (GI) terhadap Hasil Belajar Kognitif, Afektif, dan Psikomotor Siswa Sekolah Menengah pada Materi Biologi. BIODIK, 8(2), 38–46. https://doi.org/10.22437/bio.v8i2.14791
Julia Helfira, & Latisma Dj. (2022). Perbandingan Hasil Belajar Siswa Menggunakan Guided Inquiry Learning dan Guided Discovery Learning pada Materi Larutan Penyangga di SMAN 1 Tigo Nagari. JURNAL PENDIDIKAN MIPA, 12(3), 437–442. https://doi.org/10.37630/jpm.v12i3.645
Melania, E., & Yonata, B. (2022). Implementation of guided inquiry learning model to improve student scientific literacy on factors affecting rate of reaction materials. Jurnal Pijar Mipa, 17(1), 51–56. https://doi.org/10.29303/jpm.v17i1.3250
Muhan, L. A., & Nasrudin, H. (2021). The Correlation Analysis Between Critical Thinking Skills And Learning Outcomes Through Implementation Of Guided Inquiry Learning Models. JURNAL PENDIDIKAN SAINS (JPS), 9(1), 33. https://doi.org/10.26714/jps.9.1.2021.33-41
Nanik, Y. S., Abidin, R., & Sa’ida, N. (2019). Menumbuhkan Rasa Sosial Anak Usia Dini Melalui Bermain Dalam Kelompok. Pedagogi : Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.30651/pedagogi.v5i1.2798
Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. Journal of Physics: Conference Series, 997(1). https://doi.org/10.1088/1742-6596/997/1/012049
Oktavia, R. S., Rahayu, Y. S., & Yuliani, D. (2019). IMPLEMENTATION OF GUIDED INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENTS’ CREATIVITY THINKING SKILL JPPS (Jurnal Penelitian Pendidikan Sains). Jurnal Penelitian Pendidikan Sains, 9(1). https://journal.unesa.ac.id/index.php/jpps/index
Priyanti, N., & Warmansyah, J. (2021). Improving Critical Thinking Skills of Early Childhood through Inquiry Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 2241–2249. https://doi.org/10.31004/obsesi.v5i2.1168
Saekawati, R., & Nasrudin, H. (2021). Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills. Jurnal Penelitian Ilmu Pendidikan, 14(1), 53–68. https://doi.org/10.21831/jpipfip.v14i1.36947
Said, I., Hamzah, B., Kade, A., Ratman, R., & Ningsih, P. (2021). Student’s learning outcomes through the application of guided inquiry learning model based on scientific approach in fundamental chemical laws. Journal of Physics: Conference Series, 1832(1). https://doi.org/10.1088/1742-6596/1832/1/012058
Abstract views: 161
PDF downloads: 169
