Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks
Various learning media and models are used to improve learning outcomes and student activities. Current learning emphasizes student activity to achieve good learning outcomes. This research is a descriptive qualitative research that aims to describe the comparison of learning outcomes and student ac...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | Indonesian |
| Published: |
Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo
2023-07-01
|
| Series: | Jurnal Pendidikan Matematika |
| Subjects: | |
| Online Access: | https://jpm.uho.ac.id/index.php/journal/article/view/66 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850198593084850176 |
|---|---|
| author | Dina Amalya Lapele |
| author_facet | Dina Amalya Lapele |
| author_sort | Dina Amalya Lapele |
| collection | DOAJ |
| description | Various learning media and models are used to improve learning outcomes and student activities. Current learning emphasizes student activity to achieve good learning outcomes. This research is a descriptive qualitative research that aims to describe the comparison of learning outcomes and student activities in three classes that use the Guided Inquiry learning model with different learning media. The first class uses module media, the second class uses learning video media, and the third class uses textbooks. The subjects of this study were students of the Mathematics Education Study Program at IAIN Ambon who took Differential Calculus, Introduction to Basic Mathematics, and Ordinary Differential Equations courses. Data collection techniques used are tests and observations. The data analysis technique used is data reduction, data presentation, and making conclusions. The results of the study proved that the highest learning outcomes were classes that used Guided Inquiry learning model with module media, then classes that used visual learning media, and classes that used textbook media. The best active learning is in classes that use Guided Inquiry learning model with learning videos media, then classes that use textbook media, and classes that use module media |
| format | Article |
| id | doaj-art-722bf30f92e94156bec8327e1404ae1e |
| institution | OA Journals |
| issn | 2086-8235 2597-3592 |
| language | Indonesian |
| publishDate | 2023-07-01 |
| publisher | Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo |
| record_format | Article |
| series | Jurnal Pendidikan Matematika |
| spelling | doaj-art-722bf30f92e94156bec8327e1404ae1e2025-08-20T02:12:50ZindJurusan Pendidikan Matematika FKIP Universitas Halu OleoJurnal Pendidikan Matematika2086-82352597-35922023-07-0114219920810.36709/jpm.v14i2.6666Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and TextbooksDina Amalya Lapele0IAIN AmbonVarious learning media and models are used to improve learning outcomes and student activities. Current learning emphasizes student activity to achieve good learning outcomes. This research is a descriptive qualitative research that aims to describe the comparison of learning outcomes and student activities in three classes that use the Guided Inquiry learning model with different learning media. The first class uses module media, the second class uses learning video media, and the third class uses textbooks. The subjects of this study were students of the Mathematics Education Study Program at IAIN Ambon who took Differential Calculus, Introduction to Basic Mathematics, and Ordinary Differential Equations courses. Data collection techniques used are tests and observations. The data analysis technique used is data reduction, data presentation, and making conclusions. The results of the study proved that the highest learning outcomes were classes that used Guided Inquiry learning model with module media, then classes that used visual learning media, and classes that used textbook media. The best active learning is in classes that use Guided Inquiry learning model with learning videos media, then classes that use textbook media, and classes that use module mediahttps://jpm.uho.ac.id/index.php/journal/article/view/66activenessguided inquiry learninglearning medialearning outcome |
| spellingShingle | Dina Amalya Lapele Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks Jurnal Pendidikan Matematika activeness guided inquiry learning learning media learning outcome |
| title | Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks |
| title_full | Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks |
| title_fullStr | Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks |
| title_full_unstemmed | Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks |
| title_short | Comparison of Learning Outcomes and Student Activeness in the Use of Guided Inquiry Learning Model with Media e-Module, Learning Videos, and Textbooks |
| title_sort | comparison of learning outcomes and student activeness in the use of guided inquiry learning model with media e module learning videos and textbooks |
| topic | activeness guided inquiry learning learning media learning outcome |
| url | https://jpm.uho.ac.id/index.php/journal/article/view/66 |
| work_keys_str_mv | AT dinaamalyalapele comparisonoflearningoutcomesandstudentactivenessintheuseofguidedinquirylearningmodelwithmediaemodulelearningvideosandtextbooks |