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Research Paper | Education Management | Indonesia | Volume 5 Issue 11, November 2016 | Popularity: 6.8 / 10

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The Effect of Instructional Strategy (Guided Inquiry and Expository) on the Learning Outcomes Concept Understanding of Science for Junior High School Learners Who have Different Levels of Achievement Motivation

Totok Gunarto, I Wayan Ardhana, Punaji Setyosari, Sulton

Abstract: This research aimed to examine the effect of guided inquiry learning strategies and expository towards learning outcomes understanding of science concepts learners who have different levels of achievement motivation in learners in class VII SMP Negeri 7 Bangkalan. Therefore the purpose of this study was to determine the influence of the main and interaction effects (interaction effects) variable treatment of the science on learnes learning outcomes in class VII SMP Negeri 7 Bangkalan. The design of this research is quasi-experimental research design (quasi-experiment) with factorial (2 X 2) version of the nonequivalent control group design intact group by random sampling technique. The subjects of this research is 7th of SMP Negeri 7 Bangkalan school year 2015/2016 classified into for classis as samples. The experimental group and the control group was divided into two groups containing 20 learners. Instruments data acquisition is learning strategy, achievement motivation and learners learning outcomes understanding concept of science. Data were analyzed by Anova two lanes and normality test statistical distribution of data using the Kolmogorov-Smirnov and Shapiro-Wilk, homogeneity of variance between groups using Levene's Test of Equality of Error Variances. The results showed 1) There are significant differences learning outcomes understanding concept of science group of learners applied using the learning strategy guided inquiry and learning strategy expository on learners, 2) There is a significant difference learning outcomes understanding concept of science between groups of learners who are achievement motivated who have high and low achievement motivation in learning, and 3) there is no interaction effect between guided inquiry learning strategies and motivational level achievement expository and the learning outcomes of the science on learners understanding of the concept.

Keywords: guided inquiry/expository, achievement motivation, understanding of science concepts

Edition: Volume 5 Issue 11, November 2016

Pages: 278 - 284

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