The Effect of the Guided Inquiry Learning Model on Argumentation Skills and Cognitive Learning Outcomes
Atit Farita Indriana, Kadek Dwi Hendratma Gunawan, Sri Widoretno, Novia, Riezky Maya Probosari

Natural Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia
Email Corresponding Author: kadek.dhg[at]staff.uns.ac.id

Abstract

This study was conducted to examine the influence of the Guided Inquiry Learning model on: 1) argumentation skills, 2) cognitive learning outcomes, and 3) argumentation skills and cognitive learning outcomes of eighth grade junior middle class students. The research sample was two classes at SMP Negeri 1 Kebakkramat. This study uses a Non-Equivalent Control Group design. The data collection technique uses the essay test method to measure students^ argumentation skills and cognitive learning outcomes. The posttest data was tested with the independent sample t-test and the MANOVA test. The results of this study are: 1) the Guided Inquiry Learning model has an effect on the argumentation ability of eighth grade students with a significance value of 0.000 <0.05. 2) The Guided Inquiry Learning model has an effect on the cognitive learning outcomes of eighth grade students with a significance value of 0.000 <0.05. 3) Guided Inquiry Learning modelaffect argumentation skills and cognitive learning outcomes of grade VIII students simultaneously with a significance value of 0.000 < 0.05.

Keywords: Guided Inquiry, Argumentation Skills, Cognitive Learning Outcomes

Topic: Sciences Education and STEM Education