Differences of Bounded Inquiry Laboratory and Guided Inquiry Laboratory to Students’ Cognitive Achievement

Suciati Suciati, Chrisnia Octovi, Alfiani Viki Sutanto, Dian Tahuidah

Abstract

There are many types of model including Guided inquiry laboratory and bounded inquiry laboratory that has characteristics differentsyntax. This study aims to determine the difference effect of bounded inquiry laboratory and guided inquiry laboratory to students’ cognitive achievement. The participants were all students of XI grade XI of science class at one of high school in Sukoharjo Central Java Province, Indonesia. Two classes were purposively selected as sampling, i.e grade XI2 and XI3. The first class consists of 38 students which were 18 male, and 20 female. Bounded inquiry laboratory model was applied to the first class. The second class which consisted of 18 male students and 17 female students was treated by guided inquiry laboratory. Cognitive achievement of students was measured by test on related concepts. Data saved analyzed by t-test. The results showed that students’ cognitive achievement of grade XI.2 (86,64) which was higher than grade XXI.3 (82,94) with significance level (0,429). It can be concluded there are no difference of students’ cognitive achievement in both treatments.

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