e-ISSN: 2442-4838
Matsun 1
Widha Sunarno 2
M. Masykuri 3
Pendidikan Fisika, Fakultas Pendidikan MIPA dan Teknologi,
IKIP PGRI Pontianak 1
Magister Pendidikan Sains, FKIP, Universitas Sebelas Maret 2, 3
Email: matsun115@yahoo.com
Abstract
This research aims at finding out the differences and interaction of
the implementation of teaching media, mathematical capability, and
FULWLFDO WKLQNLQJ WRZDUGV WKH VWXGHQWV¶ OHDUQLQJ DFKLHYHPHQW 7KH
method used in this research is experimental method. The population
was all IV semester students of Physics Education Department of IKIP
PGRI Pontianak in the academic year of 2015/2016. The writer used
cluster random sampling to get the sample. Data analysis was done by
using three ways anava varians analysis. Based on the data analysis,
it can be concluded that: 1) there are differences of cognitive and
affective learning achievement to the students who are taught by using
guided inquiry model with real and virtual laboratory; 2) there are
differences of students cognitive learning achievement with high and
low mathematical capability; 3) there are differences to psychometric
learning achievement to the students who have high and low critical
thinking; 4) There is no interaction between Guided Inquiry Model
using real and virual laboratory, high and low mathematical
capability, and high and low critical thinking towards the students
learning achievement.
Keywords: Guided inquiry model, real laboratory, virtual laboratory,
mathematical capability, critical thinking.
137
Matsun, Widha. S., M. Masykuri ± Penggunaan Laboratorium Riil ...
Tabel 1. Hasil Uji Anava Prestasi Belajar Kognitif, Afektif, dan Psikomotorik
Sig. Sig.
No Uji Sig. Afektif
Kognitif Psikomotor
1. Hipotesis 1 0,001 0,03 0,85
2. Hipotesis 2 0,03 0,74 0,50
3. Hipotesis 3 0,33 0,61 0,00
4. Hipotesis 4 0,76 0,54 0,52
5. Hipotesis 5 0,04 0,48 0,03
6. Hipotesis 6 0,14 0,36 0,84
7. Hipotesis 7 0,63 0,74 0,31