The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School

Abstract

The purpose of this research was to analyze the physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change better than using conventional learning. The research type was quasi experiment and two group pretest-posttest designs were used in this study. The sample were Class XI(A) as experiment class and Class XI(B) as control class with the total number sixty two students. The instruments in this research were essay test for physics cognitive competence of students and observation sheet for science process skill of students. The essay instrument had been validated and fulfilled the requirements of validity and reliability of test. Based on the data tabulation obtained, the mean of physics cognitive competence of students in experimental class was 72.97 and 54.97 in control class, the mean of science process skill of students in experimental class was 79.66 and 63.97 in control class. Based on the hypothesis testing, it can be concluded that physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change was better than using conventional learning

Keywords: Scientific inquiry learning, conceptual change, cognitive competence, science, process skill