The Effect of Guided Inquiry Learning Model Oriented Multi-Representation on Multi-Representation Ability of Senior High Students in Temperature and Heat Chapter
Iis Tarsiyah, Abdul Hakim, Laili Komariyah

Universitas Mulawarman

Abstract

Multiple-representation ability are needed in understanding physics. However, students still have difficulty implementing multiple representation. There is a need for a learning model that accompanies multi-representation, the application of multi-representation can be structured and has an optimal impact on students. This study aims to see the effect of the guided inquiry learning model oriented multi-representation on multi-representation ability of senior high students. The research sample was 72 students consisting of one experimental class and one control class, each of which consisted of 36 students. Experiment class students are taught with the guided inquiry learning model oriented multi-representation and control class students are taught with the guided inquiry learning model. The study used a quantitative approach with cluster random sampling and a randomized pretest-posttest control group design. Based on the analysis with independent t-test, the results of the multi-representation ability of the two classes were significantly different. Based on the results of the n-gain as an overview of the increase in multi-representation ability obtained, the experimental class students were in the medium category and the students in the class showed that there was an effect of the guided inquiry learning model oriented multi-representation on multi-representation ability of senior high students.

Keywords: Guided Inquiry Learning Model and Multiple-Representation Ability

Topic: Physics Education