Guided Inquiry Method and Self-Efficacy on High School Students' Physics Learning Outcomes

Authors

  • Sulfa Riben Universitas Negeri Makassar, Makasar, Indonesia
  • Muhammad Arsyad Universitas Negeri Makassar, Makasar, Indonesia
  • Helmi Helmi Universitas Negeri Makassar, Makasar, Indonesia

DOI:

https://doi.org/10.23887/jppp.v8i2.68657

Keywords:

Guided Inquiry Method, Self-Efficacy, Learning Outcomes

Abstract

A change in the learning paradigm is needed to develop a scientific attitude to form students who are creative, critical, open, innovative, and competitive. This study aims to analyze the effect of the guided inquiry learning method and self-efficacy on students' physics learning outcomes. This research is true experimental research that compares the application of the guided and free inquiry methods. This study involved 70 students from 2 classes selected by simple random sampling. The instruments used in this study were self-efficacy questionnaires and student learning outcomes. The data collected were then analyzed descriptively and inferentially using SPSS 20. The results showed that applying the inquiry method and self-efficacy influenced students' physics learning outcomes. Applying the guided inquiry method and high student self-efficacy resulted in high learning outcomes. Conversely, they applied the free inquiry method with low self-efficacy, which resulted in low learning outcomes. However, there was no interaction between the inquiry method and self-efficacy.

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Published

2024-08-01

How to Cite

Riben, S., Arsyad, M., & Helmi, H. (2024). Guided Inquiry Method and Self-Efficacy on High School Students’ Physics Learning Outcomes. Jurnal Penelitian Dan Pengembangan Pendidikan, 8(2), 356–364. https://doi.org/10.23887/jppp.v8i2.68657

Issue

Vol. 8 No. 2 (2024): Juli

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Articles

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Copyright (c) 2024 Sulfa Riben, Muhammad Arsyad, Helmi Helmi

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