Effect of Model Inquiry Learning for Higher-Order Thinking Skills Students

Abstract

The independent variable in this study is the application of inquiry learning model and the dependent variable is the higher level thinking skills of students in learning physics. To measure the dependent variable are used as instruments in the form of an essay about 9 to about freetest questions and 10 questions for the posttest questions. Before the question is used in the experimental and control classes, the first test of test validity and reliability. Test the validity of using the product moment correlation and tests of significance, while Alpha reliability test using the formula. Experimental class given treatment application inquiry learning model in the learning process of physics, while the control class implement conventional learning models in the process of learning physics. Testing for normality using Chi Square test to show that the data are normally distributed. Homogeneity test using the F-test indicates that the sample is homogeneous. In hypothesis testing used parametric test (t-test) with level α = 0.05 sifnifikan. From the test results obtained tcount TTable = 3.39 and = 1.667, thitung> ttable thus be concluded that the application of inquiry learning model significantly influence the results of higher level thinking skills of high school students in learning physics. The results of this study demonstrate higher-level thinking skills of students in class higher than the class of experimental control. This is because the experimental class are learning physics lesson where students can find themselves and develop concrete knowledge acquired from experience.