实施指导性研究性学习以提高巨港中学二年级学生碳氢化合物学习成果

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Review of Education Pedagogy and Cultural Studies Pub Date : 2023-01-01 DOI:10.61436/pedagogy/v2i2.pp48-55

Harlely Rianavita, Muhammad Hadeli L, Meidia Farlina

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引用次数: 0

摘要

运用引导式探究学习模式提高TBSM II SMK n2巨港班学生化学学习成果本研究旨在透过引导式探究学习模式，在TBSM II SMK Negeri 2 Palembang班改善学生的化学学习成果。本研究分两个周期进行，每个周期由两个会议组成。数据是通过观察和测试仪器获得的。研究结果表明，引导式探究模式对提高学生的学习成果是有效的，行动前学生的平均学习成果(to) 71、87以63.33%的成绩在第一周期(T1)提高到76.38以73.33%的成绩提高，第二周期(T2)提高到84.80以86.67%的成绩提高。关键词:课堂行动研究、研究性学习、学生学习成果DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp48-55

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Implementation of Guided Inquiry Learning to Improve Hydrocarbon Learning Outcomes for Tenth Grade Students in SMKN 2 Palembang

Application of Guided Inquiry Learning Model To Improve The Chemical Learning Outcomes of Students in Class X TBSM II SMK N 2 Palembang. This study aimed to improve students’ chemistry learning outcomes through Guided Inquiry learning model in class X TBSM II SMK Negeri 2 Palembang. This study was conducted in two cycles, each cycle consists of two meetings. Data were obtained by using an instrument of observation and test. The finding showed that guided inquiry model was effective to improve student learning outcomes proven by the average student learning outcomes before the action (To) 71,87 with 63.33% learning completeness has increased in cycle I (T1) become 76.38 with 73.33% learning completeness then more in cycle II (T2) increased become 84.80 with 86.67% learning completeness. Keywords: classroom action research, inquiry learning, student learning outcomes. DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp48-55

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来源期刊

Review of Education Pedagogy and Cultural Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量