Implementation of Levels of Inquiry to Enhance Cognitive Achievement Using Rasch Analysis Rita Febriana(a)*, Selly Feranie(b), Ida Kaniawati(b)
(a) Postgraduates School, Indonesia University of Education
*ritafebrianafisika[at]gmail.com
(b) Physics Education Department, Indonesia University of Education
Jl. Dr. Setiabudhi No. 229 Bandung 40314, Indonesia
Abstract
This research aims to compare the effect of the implementation of the inquiry stage to the real-world application (experimental class) with stages up to inquiry labs (control class) on students^ cognitive achievement. This is a quasi-experimental using Non-equivalent Control group design involving 72 students of class X as a sample with convenience sampling technique. The instrument of this research is a multiple-choice test with 25 questions with a value of Cronbach Alpha 0.83 (very good). The data were analyzed using the Rasch model analysis. The results showed that the implementation of Levels of Inquiry to the stage real-world application had a higher cognitive average score than the class that was treated up to the stage inquiry labs. Based on the results of the two-mean difference test between the experimental class and the control class, it was found that there was no significant difference between the increase in students^ cognitive achievement in the experimental class and the control class. Thus, the conclusion of the research was that the implementation of Levels of Inquiry has been proven to enhance students^ cognitive achievement, but because the stages of inquiry that are compared are only one level different, there is no significant difference in enhance students^ cognitive.
Keywords: Levels of Inquiry, Cognitive achievement, Rasch analysis
