The Effectiveness of the Guided Inquiry Learning Model and Jigsaw Towards Students' Natural Science Outcomes in Grade 4 Elementary School Gugus Pangeran Diponegoro, Demak District
DOI:
https://doi.org/10.37134/ajatel.vol12.2.5.2022Keywords:
Guided inquiry, jigsaw, learning outcomesAbstract
The results of this study are: 1) the guided inquiry learning model is more effective than the conventional model on the science learning outcomes of grade IV students on the material properties of light in the Prince Diponegoro Cluster, Demak District, as evidenced by the t-test, namely the t-hit value of 4.722. Because the value of t-hit > t-tab (4.722 >2.005) means that Ho is rejected and Ha is accepted, so hypothesis 1 is accepted, 2) the jigsaw learning model is more effective than the conventional model on the science learning outcomes of fourth grade students on the material properties of light in the Prince Diponegoro Group, Demak District, as evidenced by the t test, namely the t-hit value of 5.572. Because the value of t-hit > t-tab ((5.572 >2.018) means Ho is rejected and Ha is accepted, hypothesis 2 is accepted, 3) the jigsaw learning model is more effective than guided inquiry on the science learning outcomes of fourth graders on the material properties of light in the Prince Diponegoro Group, Demak District, as evidenced by the t-test, namely the t-hit value of 2.571. Because the value of t-hit > t-tab (2.571 >2.003) means that Ho is rejected and Ha is accepted, so hypothesis 3 is accepted.
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