PENGARUH MODEL PEMBELAJARAN INKUIRI BERDIFERENSIASI TERHADAP AKTIVITAS DAN HASIL BELAJAR IPA MAHASISWA

Dedi Holden  Simbolon; Ernita  Simatupang; Restu  Sianturi; Atria Swandi  Manihuruk

Authors

Dedi Holden Simbolon Magister Pendidikan Dasar, FKIP, Universitas Quality
Ernita Simatupang Pendidikan Guru Sekolah Dasar, Universitas Quality
Restu Sianturi Pendidikan Guru Sekolah Dasar, Universitas Quality
Atria Swandi Manihuruk Pendidikan Guru Sekolah Dasar, Universitas Quality

Keywords:

Differentiated Inquiry, Learning Activities, Learning Outcomes, Primary Teacher Education Students, Science Learning

Abstract

Science learning in higher education still faces challenges related to low learning activity and suboptimal student learning outcomes, particularly when instruction does not fully accommodate differences in students’ readiness, interests, and learning profiles. This study aimed to analyze the effect of differentiated inquiry learning on students’ science learning activities and learning outcomes. The study employed a quantitative approach with a pre-experimental one-group pretest and posttest design. The research subjects were 39 third-semester students of the Primary School Teacher Education Study Program at Universitas Quality. Data on learning activities were collected through an observation sheet, while data on learning outcomes were obtained through tests administered before and after the treatment. The data were analyzed using descriptive and inferential statistics with a paired sample t-test. The results showed that the average student learning activity reached 84.13%, which was categorized as very active. The average learning outcome score increased from 57.67 in the pretest to 81.95 in the posttest. The learning improvement based on N-Gain was 0.57, which was categorized as moderate. The paired sample t-test indicated a significant difference between students’ learning outcomes before and after the implementation of differentiated inquiry learning. Therefore, differentiated inquiry learning has a positive effect on students’ science learning activities and learning outcomes.

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