The Effect of The Implementation of Guided Inquiry-Based Worksheet on The Empire Ability and Self-Efficacy of High School Students

Q4 Pharmacology, Toxicology and Pharmaceutics
PZ Prisma Pub Date : 2022-06-10 DOI:10.35194/jp.v11i1.2078
Elisabeth Parwati Raharjo, N. Sulistyani
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Abstract

The purpose of this research is to investigate the effect of implementing guided inquiry-based worksheets on (1) empirical abstraction ability and (2) students' self-efficacy separately. This research is a quasi-experimental research with a nonequivalent control group design type with a sample of 33 students as the experimental class and 32 students as the control class. The data were obtained through the provision of tests and the distribution of questionnaires before and after treatment. The results of the tests and questionnaires were analyzed using assumption tests (normality and homogeneity) before and after learning and hypothesis testing of the difference in the mean of the two populations. The results of the homogeneity test both before and after learning were obtained that the variance of the two classes was homogeneous, both in the questionnaire and test data. The normality test of the self-efficacy questionnaire before and after learning showed a normal distribution of data. The results of the pretest showed that both data were normally distributed, however in the posttest the data were not normally distributed. The self-efficacy data were analyzed using the t-test, while the empirical abstraction data were analyzed using the Mann-Whitney test. The results obtained in this study were (1) the use of guided inquiry-based worksheets had a significant positive effect on students' empirical abstraction abilities. (2) The use of guided inquiry worksheets also has a significant positive effect on students' self-efficacy.
导究式作业表实施对高中生帝国能力和自我效能感的影响
本研究的目的是分别探讨实施指导性探究式工作表对(1)经验抽象能力和(2)学生自我效能的影响。本研究为准实验研究,采用非等效对照组设计类型,样本为33名学生作为实验班,32名学生作为对照组。这些数据是通过在治疗前后进行测试和分发调查问卷获得的。使用学习前后的假设检验(正态性和同质性)和两个群体均值差异的假设检验来分析测试和问卷的结果。学习前后的齐性检验结果显示,两班的方差在问卷和测试数据中均为齐性。学习前后自我效能感问卷正态性检验数据呈正态分布。前测结果表明,两组数据均为正态分布,后测数据不为正态分布。自我效能感数据采用t检验,经验抽象数据采用Mann-Whitney检验。本研究的结果是:(1)使用指导性探究式工作表对学生的经验抽象能力有显著的正向影响。(2)引导性探究作业的使用对学生的自我效能感也有显著的正向影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
PZ Prisma
PZ Prisma Pharmacology, Toxicology and Pharmaceutics-Pharmaceutical Science
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