THE DIFFERENCES OF GUIDED INQUIRY AND SEMI-GUIDED INQUIRY BASED ON PHYSICS STUDENT ACHIEVEMENT IN COGNITIVE, PSYCHOMOTORIC, AND AFFECTIVE ASPECTS IN PHYSICS INSTRUCTION OF CALORIE FOR SENIOR HIGH SCHOOL STUDENTS GRADE X SEMESTER 2

Abstrak / Ringkasan

This research aims: 1) to determine the differences of guided and semi-guided inquiry based on physics
student achievement in cognitive, psychomotoric, and affective aspects in the physics instruction of Calori;
2)Student achievement To determine which one is better to improve physics in cognitive, psychomotoric, and
affective aspects. The research has been done to 10th grade classmen in SMAN 1 Cangkringan in physics
instruction of calorie, by randomly take two of four evenly class as sample. Both class then decided as the 10-A as
second experiment using semi-guided inquiry method and the 10-C as first sample using guided inquiry method.
Hipotethic examination method using nonparametric independent sample two tailed Mann-Whitney-U to
understand differences, normalized gain to decide better method for cognitive aspect, rating scale to decide better
method for psychomotoric and affective aspect.Results show that (1) there is a significant difference on cognitive
aspect between classmen that use default and custom mentoring inquiry method,but on psychomotoric and affective
aspect there are no significant difference. (2) On cognitive aspect, guided inquiry method proved better than semi-
guided inquiry method with gain score tmt > tmst are tmt = 0,44 and tmst = 0,34. On psychomotoric and affective
aspect cant be decided which one is better, based on Mann-Whitney-U there are no difference and based on rating
scale, difference range less than 5%.

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