Improving students' analysis ability in science learning on simple machine topic using guided inquiry

Abstract

Analysis ability is one of the important skills in higher-order thinking skills (HOTs). This study aimed to determine the effectiveness of guided inquiry model in improving students' analysis ability on simple machine topic. This study was quasi-experimental study with pretest-posttest control-group design in one elementary school in Surakarta, Indonesia in 2017/2018 academic year with one class as an experimental class by using guided inquiry model and the other class as the existing class that used STAD (student teams achievement division) learning model. The data were obtained by using analysis ability test instrument in the form of multiple choices that has passed expert validations, namely the validation from the education and evaluation experts, science for elementary expert, and the certified elementary school teacher, as well as the empirical validation through try-out. The result showed that the average score of the analysis ability gain score calculation in the experimental class was higher by 0.66 compared to that in the existing class of 0.51. The independent sample t-test showed the difference between the experimental class and the existing class with the value of t of 3.554 and the sig value of 0.001 < 0.05, and the result of the effect size test was in large criterion. Based on the results of the study, it can be concluded that analysis ability in the aspects of organizing, differentiating, and distributing can be improved effectively through guided inquiry model activities.