Competency Analysis of Student Coqnitive in Learning in Elementary Schools

Abstract

The principle of the guided inquiry learning process interaction emphasizes the
interaction between students and teachers, and between students and the
environment. Learning as an interaction process means placing the teacher not as a
source of learning, but as a regulator of the environment or regulator of the
interaction itself, the teacher as the questioner. The purpose of this study was to
determine how the effect of the guided inquiry model on improving student conitive
comptency. This research was conducted in the even semester of the 2017/2018
academic year, using the pre-experimental design method through one group pretestposttest

design. This research was carried out in three stages, namely: giving a pretest
questionnaire
to
obtain
the
average
score
of
student
co-technician
competencies,

implementing

the guided inquiry learning model, and giving the final test (posttest)
after learning. The subjects of this study were fourth grade students consisting of 14
male students and 13 female students. The data collection techniques used were
observation and tests. Observations were made to observe student activities, while
the test consisted of preliminary and final tests used to measure learning success. The
assessment instrument consists of an observation sheet filled out by the observer and
the test questions consisting of 10 questions. Furthermore, student learning outcomes
are processed using the Gain formula (g). Based on the research results obtained, 11
students obtained a Gain value of 0.75 in the high category, and 16 students obtained
a Gain value of 0.60 in the moderate category. The overall average value of learning
outcomes is 0.65 in the medium category. Thus, it can be concluded that the
application of the guided inquiry model can affect science student coqinitive.