The Influence of Inquiry Learning Strategy to Student Learning Outcomes

Improvement and Cooperative Attitude on Colloid Subjects

Predi Setiadi Perangin angin

Chemistry Education Study Program, Postgraduate, State University of Medan, Medan
Correspondence: predi03@mhs.unimed.ac.id

Abstract

The purpose of this research is to observe the influence of inquiry learning strategy to increase
student’ chemistry learning outcomes on colloid subject. The instruments was used in this study
are tests and non-tests. The test instrument was performed by objective questions and non-test
instruments by the assessment of student’s cooperative attitude. Before the hypothesis measure
test, the normality and homogeneity test was performed first, shows both of distributed samples
is normal and homogeneous. The results of research show any influence of Inquiry Learning
Strategy to enhance the student's chemistry learning outcome on the subject of colloid and the
average of learning result and gain which taught by Inquiry Learning Strategy are 78,74 and
66,91 % while the result of learning chemistry and gain taught with conventional learning model
is 73,03 and 59,42%, with difference of gain equal to 7,49%. The percentage of the differenced
average score of student’s cooperative attitude was the between the experimental and control
group was 30.96 and 21.8. The hypothesis in this study was tested by using right-t test and
hypothesis testing results obtained t count > t table is 3.167 > 1.669 at the level of α = 0.05.

Keyword: Cooperative Attitude, Inquiry Learning Strategy, Learning Outcomes Improvement

I. Introduction

The higher quality of education of a country, will produced better standard of living of
the people in the country. Based on the results of observations was made at the studied’s school,
the problems often faced by students consider chemical material was very difficult to
understanded, so the students tend to feel less able to learn the chemistry material beforehand
and the teacher's task is to improve the student’s chemistry learning abilities. The factor causes
this is due to the lack of variations in learning models used by teachers to explore the potential of
students. Based on the research of (Adlim, Wilyta, & Hasan, 2017) the low mastery of the
concept caused the score of the National Examination of students on chemical material was far
from what we hoped. Because of that a learning strategy which is not only memorizes concepts
but is directly involved was needed, so comprehension was embedded until the end of life.

Science is a practice that combines more than just concepts and facts, but also involves
scientific thinking and reasoning (McNeill, 2010). Chemistry is a combination of conceptual
theory that require the students to understand processes and thoughts in determining outcomes.
Whereas in conventional learning students often have seen not involved and only follow the
steps taught without thinking about the steps mean (Idleman, 2016). The concept of conventional
teaching often prefers the acquisition of knowledge without regard to the steps of obtaining data,
formulas, equations, theories, etc (Trna, Trnova, & Sibor, 2012). Furthermore, according to
Stofflett (1998) traditional classrooms often look like one-person shows with most participants
are not involved. Traditional learning is usually dominated by direct and unilateral instruction.
The traditional approach assume that there is a body of permanent knowledge that students must
be known. Students are expected to blindly receive the information provided without asking the
instructor.

Bruner in (Trianto, 2009), tell that by tried by himself (student) was to look the problem
solving and the accompanying knowledge, produces knowledge that is truly meaningful, a
logical consequence because by trying to find solutions to problems independently will provide
the concrete experience, with that experience also used to solve similar problems, because the
experience was gave its own meaning to students. As an effort that can be done by the teacher in
order to improve student learning outcomes, and the attitude of cooperation is necessary to
develop a learning strategy of that fits. Among the various types of learning methods, inquiry
strategy is the right choice (Abdi. 2014) One learning strategy centered on student activity which
includes and increase in student cooperation is the Inquiry strategy (Suyanti, 2010).

This inquiry learning strategy is very necessary to be applied based on the recognition
that science is essentially a question-oriented, inquiry-oriented process and that students must
have personal experience with scientific inquiry to understand the fundamental aspects of science
itself (Linn, Songer, & Eylon, 1996) Furthermore, inquiry activities provide a valuable context
for students to obtain, clarify, and apply understanding of scientific concepts. The results of the
study (Rocard et al., 2007) prove that inquiry brings the competencies needed by students, is
effective and increases student’s interest in learning science, and also stimulates teacher’s
motivation for learning.

In the inquiry learning strategies, students are involved in the thinking activities and
processes that scientists use to generate new knowledge. Changes from traditional learning such
as the use of textbooks, lectures, and scientific facts, must be changed with an inquiry-oriented
approach that (a) involves student interest in science, (b) provides opportunities for students to
use appropriate laboratory techniques to collect evidence, (c ) asking students to solve problems
using logic and evidence, (d) encouraging students are to conduct further studies to develop more
detailed explanations, and (e) emphasize is the importance of writing scientific evidence based
on evidence (Secker, 2002).

II. Literature Review

National Research and Council (2000) states that what is meant by inquiry is a varied
process which includes observing activities, formulating relevant questions, critically evaluating
books and other information sources, planning an investigation or investigation, reviewing
known material , conduct experiments or experiments using tools to obtain data, analyze and
interpret data, and make predictions and communicate the results. The main envy of inquiry
learning strategies is (1) the inquiry strategy emphasizes maximum student activity to find and
find meaning students are placed as learning subjects so that they are able to find the core of the
subject matter themselves, (2) all activities carry out by students are directed to find answers to a
the problem that self confidence arises from the question. In this case the teacher is as a
facilitator or motivator of learning for students, inquiry learning strategies will be effective if: (1)
the teacher expects students to find their own answers to a problem so mastery of the material is
not the main objective because the most important is the learning process, (2) material the
lessons that will be taught are in the form of conclusions that need proof, (3) the learning process
departs from students' curiosity about something (Suyanti, 2010).

Cooperation is to work together to achieve a common goal (Slavin, 2005). Character

education in collaboration is an activity that is intentionally created in learning to instill, train
and develop the character of student cooperation (Rukiyati, et al, 2014; Hurlock, 1997).
According to Johnson and Johnson in Slavin (2005), the characteristics of a cooperative group
can be seen from the five components inherent in the cooperation program, namely, (1) the
existence of positive interdependence among individuals in the group to achieve goals, (2) face-
to-face interaction that can improve each other's success among group members, (3) the
existence of personal accountability and responsibility, (4) the existence of interpersonal
communication skills and small groups, and (5) the ability to work in groups.

According to Meltzer in Suyanti (2010) the increase percent on learning outcomes can be
calculated by the formula g factor (gain score normalized). The g factor formula is used to
determine the acquisition of student learning outcomes. Percentage of improvement in learning
outcomes can be calculated directly looking for the average value of all students for each class.

Based on the background and study of literature, the chemistry learning outcomes of
students using inquiry learning strategies are greater than conventional learning models, inquiry
learning strategies have an influence on student’s cooperative attitudes in chemistry learning,
especially on colloidal subjects.

III. Method

Population and sample

This research was conducted at the Private High School Dharma Pancasila Medan in the
second semester of 11th grade at 2013/2014 academic year. The 11th grade of Science Classes
students were used as the population. Due to the limited facilities to carry out this study, both
time and funding limitations, sample selection used sampling technique proportionally taken two
classes. And from these two classes the experimental class is obtained (classes given treatment
with inquiry learning strategies) and control classes (classes given treatment with conventional
models).

Research design

This study includes experimental research which is a study intended to find out whether
is there a effect or not at the subject that is imposed on students namely students, the taken
sample’s in this study are grouped into two groups and given different treatment, where the
experimental class is taught the method of inquiry and discussion while control is given
conventional teaching. (taxsonomy bloom) (+)

Data collection tools (research instruments) used in this study were test instruments and
non-test instruments (student cooperation attitude). The test instruments used in the form of
multiple choice tests, there are 40 questions. The test instrument was tested for validity test,
reliability test, level of difficulty of the test, different power test. Non-test instruments not using
tests such as test instruments are only carried out based on expert judgment’s advice and
reliability testing, then non-test instruments can be used as data collection tools. used in this
study is the observation sheet of student’s cooperative attitude assessment. Observation sheets
for student’s cooperative attitude assessment are used to measure student’s cooperative attitudes
during the learning process. The values of student collaboration are measured and directly
observed by the observer, the observer can consist of researchers plus several teachers.
Assessment of student cooperation attitude consists of three indicators and each indicator have
three descriptors.

In carrying out this research, the stages of research can be described in the form of
research flow diagrams as shown in the figure below:
 POPULATION

SAMPLE

PRE-TEST

HOMOGENITY TEST

NORMALITY TEST

EXPERIMENT CONTROL

Teaching and Learning Teaching and Learning Process

Process Using Inquiry Using Conventional learning
learning strategies models

POST-TEST

LEARNING OUTCOMES AND

COOPERATION ATTITUDES

DATA ANALYSIS

CONCLUSION

Figure 1. Flowchart of research design

IV. Result and Discussion (pisah)

Improved learning outcomes

From the results of the initial data analysis (pre-test) it was found that the data were
normally distributed, Fcount <Ftable so it can be told that the two groups, the experimental group
and the Control group was departed from the same or homogeneous condition. Then the two
groups were given different treatments, namely the experimental group was treated with the use
of inquiry learning strategies and Control groups were treated with conventional learning.

Furthermore, the experimental class and the Control class are given posttest, the data of
the research results will be collected for analysis. The instrument reliability test results in this
study are rcount equal to 0.89> rtable which is 0.374. Test results of both groups were tested for
normality, homogeneity test, and hypothesis test. From the normality test and homogeneity test
shows that both groups are normally distributed and homogeneous. From the collected data
obtained the average learning outcomes of the experimental class is equals to 78.74 and the
increase’s learning outcomes is equal to 66.91%. While the average learning outcomes of control
class students is 73.02 and the increase in learning outcomes is equal to 59.24%. From the
posttest results obtained tcount = 3.167> ttable = 1.669, because tcount> ttable then H0 was rejected and
Ha was accepted so it can be concluded that there is an influence of the use of Inquiry Learning
Strategies on student’s chemistry learning outcomes on the subject of colloidal systems, where
the learning outcomes of students are taught by using inquiry learning strategies higher than
student learning outcomes taught with conventional learning models on colloid subjects.

Supported by Anisyah research (2012) showed significant results for 50.54 experimental
classes and conventional 40.93. Furthermore, Habeahan (2013) showed students' learning
outcomes that were taught with inquiry learning strategies higher than conventional learning
namely for experiment 92.32 while for conventional 87.5

Based on the calculation using the gain formula, the average percentage of the increase of
learning outcomes in experimental class and control class is shown on table below as follows:
 Table 1. Improving Learning Outcomes

Average Learning Outcomes Difference

Class % Gain Explanation
Pre-test Post-test in Gain
Experiment ̅̅̅̅
𝑥1 =34,74 ̅̅̅̅
𝑥1 =78,74 66,91% Medium
7,49%
Control 𝑥2 = 32,91
̅̅̅ ̅̅̅̅
𝑥1 =73,03 59,42% Medium

Based on the table it can be concluded that the increase in learning outcomes in
Experiments Class is greater than the increase in learning outcomes in Control Class.

Cooperative Attitude

During the process of learning activities take from beginning to end were treated. The
collection of collaborative attitude assessment data was carried out by 2 observers. Based on the
results of the calculation of the average value of student's cooperative attitudes each meeting of
the two sample classes, namely the experimental class and control class obtained the average
value of students' cooperative attitudes at each meeting presented as follows below.

Table 2. Average Value of Collaboration Attitudes at Each Meeting

Average Value (%) Attitude of Cooperation

Class at the Meeting
1 2 3
Experiment 29,94 30,22 32,74
Control 21,08 22,31 22

The average value of the cooperative attitude of students from the experimental class and
the control class when compared with the post-test value there is a coherent result, it can be seen
with the following graph:
 100
80
60
40 experimental class
20 control class
0
post-test Cooperative
Attitude

Figure 2. Comparison of post-test scores with students' cooperative attitudes

For frequency distribution and percentage value of cooperative attitudes, the

experimental class and control class were divided into four categories, namely the very good
category from the 76-100 range, the good category from the 51-75 range, the sufficient category
from the 25-50 range, and the less than value range 0-24. presented in table 3.

Table 3. Frequency Distribution and Percentage of Student Collaboration Attitudes

Range of Experiment Class Control Class

Category
Value
Fo Percentage (%) Fo Percentage (%)
76-100 Very good 0 0 0 0
51-75 Good 3 8,57 0 0
25-50 sufficient 13 37,15 11 31,43
0-24 less 19 54,28 24 68,57
Amount 35 100 35 100

From table 3, it can be seen that the cooperative attitude of students who learned using
inquiry learning strategies in the range of 76-100 with very good categories as much as 0.00%,
range of values 51-75 with good categories as much as 8.57%, range of values 25-50 with
enough categories as much as 37.15%, and a range of 0-24 with less categories as much as
54.28%. While the cooperative attitude of students who were taught with conventional models in
the range 76-100 with very good categories as much as 0.00%, range of values 51-75 with good
categories as much as 00.00%, range of values 25-50 with enough categories as much as 31.43%,
and the range of 0-24 values with less category is 68.57%.
 100

50 experimental class

0 control class
post-test cooperative
attitude

Figure 3. graph comparison of post-test scores with students' cooperative attitudes

The difference in the attitude of cooperative students obtained the average value of
cooperative attitudes of students in the experimental class that was learned using inquiry learning
strategies obtained by 30.96 and for the Control class that was taught using conventional learning
models obtained the average value of student cooperation attitudes of 21.80. Based on these
results it was concluded that the collaboration of the experimental class was classified as
sufficient criteria while the control class was classified as lacking criteria. The indicators of
cooperation measured in this study are active participation in groups, accountability and
individual responsibility within the group, and respecting the contribution of each group member

The learning process that involves the collaboration of students will indirectly affect
learning outcomes. When learning high-ability students can help students with low abilities so
that there is an exchange of knowledge they have. In line with Vygotsky's theory, it explains that
there is a direct relationship between the cognitive domain and social culture. The quality of
thinking of students is built in the classroom, while social activities are developed in the form of
collaboration between students and other students who are more capable under the guidance of
adults in this case are teachers (Isjoni, 2009)

Indicators of student cooperation, one of which is accountability and individual

responsibility in a group of one of the descriptors in this study, namely communicating the
results of the discussion well. this communication skill at the beginning of the meeting is still
less than optimal obtained from the learner. Students feel reluctant to express their opinions and
there is no courage to speak in front of a crowd. However, after being motivated at each meeting
the next level of student activity in communication has been increased. They began to dare to
express their opinions, respond to their friends' answers, and give other answers when the
presentation of the results of the discussion took place. As a result, the communication that
occurs not only takes place between one group, but also with one class student.

During the study, there were differences in students' activities in attending class. Students
in the experimental class have better learning activities, this is because the learning strategies
used require students to be more active both in finding answers to problems given by the teacher
and in interacting with fellow students. This learning strategy can also lead to a good attitude of
cooperation, all of this can be seen from the results of the research that has been done.

From the results of research increasing students 'cooperative attitudes turned out to be
coherent with student learning outcomes or student achievement, this can be seen from the
results of comparable research between the average post-test scores with students' cooperative
attitudes, meaning that students who have good cooperation attitude have good learning
outcomes too. And in the inquiry learning process students are also given time to present the
results of the experiment to all groups, so that it can be seen clearly whether students in the
group contribute to the learning process that has taken place.

From the results of the gain test on the taxonomy of bloom, it is obtained that Gain at C-
1, C-2. C-3 were 4.59%, 6.47% and 6.053% respectively, so that it can be concluded that the
cognitive aspects developed from the implementation of Inquiry Learning Strategies are C-2
which is 6.47%.

Conclusion

Based on the overall data analysis that has been done, the following conclusions can be drawn:

1. There is an influence of the use of inquiry learning strategies on student chemistry

learning outcomes on the subject of colloidal systems,
2. The cognitive aspects developed from the implementation of Inquiry Learning Strategies
are C-2
3. Effect of inquiry learning strategies on student cooperation attitudes is very large and also
affects student learning outcomes, can be seen from the students 'coherent values with
students' cooperative attitudes
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