The Implementation of Project-based Learning and Guided Inquiry to Improve Science Process Skills and Student Cognitive Learning Outcomes

Nasir, Muhammad and Fakhrunnisa, Rini and Nastiti, Luvia Ranggi (2019) The Implementation of Project-based Learning and Guided Inquiry to Improve Science Process Skills and Student Cognitive Learning Outcomes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION, 14 (5). pp. 229-238. ISSN 1306-3065

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Abstract

The aim of this research is to analyze the student’s science process skills and cognitive learning outcomes in implementing project-based learning and guided inquiry. The design used is quasi- experimental design. Sampling technique is matching pretest-posttest comparison group design. Data are analyzed using t-test and N-Gain. The result shows that it is statically differences between project-based learning and guided inquiry toward students’ science process skills (sig. 0.022 < 0.05) and cognitive learning outcomes (sig. 0.013 < 0.05). Project-based learning is more effective than a guided inquiry to increase the student’s science process skills and cognitive learning outcomes. Based on this research result, the teacher should be implemented the project-based learning to improve student’s science process skills and cognitive learning outcomes.

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