Improving student biology learning outcomes through guided inquiry assisted mind mapping

Hasanah, Uswatun and Adlini, Miza Nina (2022) Improving student biology learning outcomes through guided inquiry assisted mind mapping. Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan, 4 (3). pp. 235-240. ISSN P-ISSN : 2684-9062 | E-ISSN : 2714-9803

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Abstract

Guided inquiry can make students active in solving problems with the skills and knowledge that students have. This supports the improvement of student learning outcomes and fosters student creativity in understanding learning materials through mind mapping. The purpose of this study was to examine the guided inquiry model with the aid of mind mapping on the biology learning outcomes of class X high school students. This type of research uses a quasi- experimental with Pre-test and Post-test Non Equivalent Control Group Design. The population of the study was class X students as many as 3 classes with a total of 108 people. The sample consisted of 2 classes, namely X IPA1 as the control class and X IPA2 as the experimental class. Samples were taken using purposive sampling technique. The data was taken using a test instrument in the form of multiple choice questions 20 questions. Data analysis was carried out using the t test, the results obtained were tcount > ttable so H0 was rejected and Ha was accepted. The conclusion of this study is that there is an effect of guided inquiry model with mind mapping on biology learning outcomes. This guided inquiry learning model with mind mapping can help students participate in the learning process and observation and can make students understand the subject matter better.

Jenis Item:	Artikel
Uncontrolled Keywords:	Guided inquiry; Learning
Subjects:	300 Social sciences > 370 Education > 371 School management; special education > 371.3 Metode, kegiatan belajar mengajar; metode pembelajaran
Divisions:	Artikel (Jurnal, Koran, Majalah)
Pengguna yang mendeposit:	Ms Nurul Hidayah Siregar
Date Deposited:	05 Nov 2022 05:23
Last Modified:	05 Nov 2022 05:23
URI:	http://repository.uinsu.ac.id/id/eprint/16203

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