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Jurnal Pendidikan Sains

Abstract

Redox reactions and electrolyte and non electrolyte solution is basic teaching material that contain abstract concepts, causing students’ difficulties in understanding it. Teaching of the re-dox reaction of the electrolyte solution and Non-electrolytes would be better if the student is directed to find the concepts, principles, and laws themselves through inquiry. This study aimed to examine the differences in student motivation and learning outcomes in a redox reaction material and electrolyte solution and non electrolytes with guided inquiry learning, the students taught by experiment and students taught by using video and animation with Moodle program. This study used a quasi-experimental design. The data were taken using a student’s motivation and motivation questionnaire student learning outcome data were taken using achievement test. Data learning motivation and learning outcomes of students of both classes were tested statistically by t-test. The results showed that: (1) there was no difference in learning motivation among students who are taught by trial and students taught using video and animation with Moodle program, (2) cognitive learning outcomes of students who are taught using video and animation with Moodle courses higher than with students who are taught by experiment.

First Page

18

Last Page

27

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