Observing the Effect of Guided Inquiry Learning and Students’ Spatial Ability toward the Students’ Learning Outcome on Molecular Geometry Content

Authors

• Nur Sa’adah, SMAN 1 SitubondoFollow
• Effendy Effendy, Chemistry Education–Universitas Negeri MalangFollow
• Suhadi Ibnu, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow

Abstract

The purpose of this study were: (1) to know the differences of learning achievment on the molecular shape subject between the students who taught by inquiry learning and verification (2) to know the differences betwen the high spatial ability to the students learning achievement in the molecular shape topic (3) to know the interaction between the inquiry learning and verification teaching with the students’ spatial ability. The results showed that: (1) there were differences in learning achievment of students who were taught by inquiry learning and verification. The students’ learning achievment of students who were taught by inquiry learning better than students who were taught by verification (2) there were differences between in learning outcomes of students with high spatial and students with low spatial, students who have high spatial performance is better than low spatial ability students the high spatial ability to the students learning achievement in the molecular shape topic (3) there were not interaction between inquiry learning and verification methods with the students’ spatial ability.

First Page

64

Last Page

71

Recommended Citation

Sa’adah, Nur; Effendy, Effendy; and Ibnu, Suhadi (2017) "Observing the Effect of Guided Inquiry Learning and Students’ Spatial Ability toward the Students’ Learning Outcome on Molecular Geometry Content," Jurnal Pendidikan Sains: Vol. 5: No. 2, Article 5.
DOI: https://doi.org/10.17977/jps.v5i2.9033
Available at: https://citeus.um.ac.id/jps/vol5/iss2/5