Application of guided inquiry learning model based on inter-intrapersonal intelligence in chemistry classroom

Abstract

This study aims to determine the differences in the inter-intrapersonal intelligence of students who are taught with guided inquiry learning models based on inter-intrapersonal intelligence with students who are taught with direct instruction models on electrolyte and non-electrolyte solution materials. This research is a quasi-experimental study using a post-test only research design. This study used one experimental group and one control group. Students in the experimental group (N = 34) was taught using the guided inquiry learning model based on inter-intrapersonal intelligence in learning activities, while the control group (N = 34) was taught using the direct instruction model. The instrument used in this study is an inter-intrapersonal intelligence questionnaire. The data analysis technique of the research results used in this study is the independent t-test technique with a significance level of 0.05 and was found 0.038. The mean scores of inter-intrapersonal intelligence questionnaire in the experimental class was 62.35 while in the control class was 58.96. This means that there is a significant difference in inter-intrapersonal intelligence between students taught in learning with guided inquiry learning models based on inter-intrapersonal intelligence and students who take learning using direct instruction learning models on electrolyte and non-electrolyte solution materials.