The Effect of Guided Inquiry Learning Model and Critical Thinking Skills on Learning Outcomes
Yusri Asdedi Rambe, Albinus Silalahi, Ajat Sudrajat
Yusri Asdedi Rambe
Available Online 25 November 2020.
- https://doi.org/10.2991/assehr.k.201124.033How to use a DOI?
- Guided Inquiry, Critical Thinking Skills, Learning Outcomes
- Guided Inquiry is a series of learning that emphasizes the process of thinking critically and analytically to search and find out the answers of problems questioned. This study aims to show the effect of the Guided Inquiry learning model and critical thinking skills on student learning outcomes. The data analysis technique used the N Gain Score Test, Paired Sample t-test (not independent), and Linear Regression Analysis. The sample in this study was taken by purposive sampling. The results of this study indicate that: The value of N Gain is 0.494, so that the category is moderate or good. It can be concluded that the use or application of guided inquiry models is effective in improving student learning outcomes. With the t-test at a significance level of 0.05, it can be concluded that there are differences in students’ critical thinking skills before and after being given a guided inquiry learning model. With Linear Regression Analysis at a significance level of 0.05, it can be concluded that the higher the students’ critical thinking skills, the higher the learning outcomes will be. Based on these three conclusions, it can be stated that the Guided Inquiry learning model and critical thinking skills have a significant effect on student learning outcomes.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Yusri Asdedi Rambe AU - Albinus Silalahi AU - Ajat Sudrajat PY - 2020 DA - 2020/11/25 TI - The Effect of Guided Inquiry Learning Model and Critical Thinking Skills on Learning Outcomes BT - The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020) PB - Atlantis Press SP - 151 EP - 155 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201124.033 DO - https://doi.org/10.2991/assehr.k.201124.033 ID - Rambe2020 ER -