THE IMPLEMENTATION OF INQUIRY STRATEGY BASED ON COLLABORATIVE TOWARDS THE STUDENT ACHIEVEMENT IN TEACHING BUFFER SOLUTION

This research has the purpose to know the students’ cognitive aspects improvement and students’ achievement in learning buffer solution with inquiry strategy based on collaborative compare with conventional method. The samples are choosen two classes, first class as experimental class that implemented the inquiry strategy based on collaborative while the other class as control class that implemented by direct instructional with the chemistry topic is buffer solution. This research is a quantitative research. The research result showed that the data are normal distribution and the samples are homogeneous. Experimental class which is taught by inquiry strategy based on collaborative can increased the students achievement in the average of the gain is
0.6856 ± 0.0818 and in control class which is taught by direct instructional is 0.465 ± 0.0918. the statistic data shown the significance different with the tcount (10.74) > ttable (1.688). The hypothesis conclude that students’ achievement which is implemented the inquiry strategy based on collaborative is higher significantly than direct instructional. In addition the cognitive aspect which is improved by implementing the inquiry strategy based on collaborative is C1, C2 and C3. Where the average of the normalized gain of the cognitive aspect in C1 (Knowledge) is 0.73 , C2 (Comprehension) is 0.76 and in C3 (Application) is 0.72, all of the cognitive aspects included as high category.