Pengaruh Gaya Belajar Terhadap Hasil Belajar dengan Menerapkan Pendekatan Inkuiri Terbimbing Materi Pokok Kalor Peserta Didik Kelas VII SMP Negeri 6 Kupang Semester Genap Tahun Ajaran 2015/2016

BLEGUR, Agnes Novitasari (2016) Pengaruh Gaya Belajar Terhadap Hasil Belajar dengan Menerapkan Pendekatan Inkuiri Terbimbing Materi Pokok Kalor Peserta Didik Kelas VII SMP Negeri 6 Kupang Semester Genap Tahun Ajaran 2015/2016. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

Guided inquiry approach is one where the inquiry is in the learning process of students working to find answers to the issues raised by the teachers under intensive guidance of a teacher . This approach is learner oriented guidance and instructions from the teacher to the learner can understand the concepts of learning so that learning outcomes are achieved was the maximum . The problems of research by applying guided inquiry approach to the subject matter Calorific learners VII class second semester of SMP country 6 Kupang year teachings of 2015/2016 are: 1) How Capability Teachers manage learning activities by implementing Guided Inquiry Approach Heat the subject matter? 2) How completeness indicator learning outcomes of students by implementing a guided inquiry approach to the subject matter of Heat? 3) How mastery learning outcomes of students by implementing a guided inquiry approach to the subject matter of Heat? 4) How is the learning style of students in the application of guided inquiry approach to the subject matter of Heat? 5) How is the relationship of learning styles to learning outcomes in guided inquiry approach to the subject matter of heat 6) Is there a significant relationship between learning styles to learning outcomes in a model of guided inquiry approach to the subject matter of the heat? This study aimed to describe the approach of guided inquiry on the subject matter Calorific learners VII class second semester of SMP country 6 Kupang academic year 2015/2016. The purpose of this study is 1) to describe the teacher's ability to manage the learning activities with guided inquiry approach on material Heat principal. 2) Describe the completeness indicator learning outcomes by applying guided inquiry approach to the subject matter heat. 3) Describe the learning outcomes of students in the learning approach guided inquiry on the subject matter heat. 4) Describe the learning styles of students to the learning outcomes by implementing guided inquiry approach to the subject matter of heat. 5) To determine whether or not a relationship of learning styles to learning outcomes in a model of guided inquiry approach to the subject matter of heat. 6) To determine whether or not the influence of learning styles to learning outcomes in a model of guided inquiry approach to the subject matter of heat. This type of research used in this research is descriptive and associative with the sample used in this study were students class VII SMP country 6 Kupang Academic Year 2015/2016 . Collecting data in this study using observation , tests and questionnaires . While the instruments used in this study is the observation sheet managing learning with guided inquiry approach the subject matter of Heat , achievement test (THB) and sheets questionnaire learning styles of learners . Data analysis technique of this research is descriptive and inferential analysis . From the research and data analysis concluded that: 1) The ability of teachers to manage the learning activities guided inquiry approach is said to be good. 2) Complete Product IHB, Affective and Psychomotor said to be complete. 3) Complete the learning outcomes of learners good for THB, Affective and Psychomotor said to be complete. 4) The style of learners are 2 students who have learning styles Visual (6.67%), 18 pesetas students who have auditory learning style (60%) and 10 learners who have a kinesthetic learning style (33.33 %). 5) there is a significant relationship between learning styles to learning outcomes seen from tcount> ttable, is 2,65> 1.701 and the correlation coefficient 0.413 at a strong enough relationship criteria. 6) There is a significant and positive influence between the learning styles on learning outcomes, seen from the value of F> F table, namely 5.767> 4.20 and styles contribute to the learning outcomes of 17.05%, reject H0 thank Ha.

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