Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

Content Provider	Scilit
Author	Ardiany, M. Wahyu, W. Supriatna, A.
Copyright Year	2017
Description	Journal: Journal of Physics: Conference Series The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.
Related Links	http://iopscience.iop.org/article/10.1088/1742-6596/895/1/012118/pdf
ISSN	17426588
e-ISSN	17426596
DOI	10.1088/1742-6596/895/1/012118
Journal	Journal of Physics: Conference Series
Issue Number	1
Volume Number	895
Language	English
Publisher	IOP Publishing
Publisher Date	2017-09-01
Access Restriction	Open
Subject Keyword	Journal: Journal of Physics: Conference Series Guided Inquiry Learning Students Learn Buffer Solution Topics
Content Type	Text
Resource Type	Article
Subject	Physics and Astronomy