The Effect of Scientific Inquiry Model Assisted Visual Media on Students’ Conceptual and Procedural Knowledge

This study aimed to analyze the gain of students¡¯ conceptual and procedural knowledge of Scientific Inquiry model assisted visual media and conventional learning; to analyze whether the gain of students¡¯ conceptual and procedural knowledge taught by Scientific Inquiry assisted visual media model was better than conventional learning. This research was a quasi- experimental research with two group pretest-posttest design. The population of this research was second semester students of Al Bukhari Moslem Integrated High School grade X academic year 2016/2017. The sampling technique was cluster random sampling that consisted of 2 groups with 68 students. Class X-1 were experimental group taught by Scientific Inquiry models consisted of 34 students and class X-3 were control group taught by conventional learning consisted of 34 students. The instrument of the research were essay test of conceptual and procedural knowledge consisted of 10 questions for each. The data were analyzed using t test statistics. The result showed that: the mean gain of students¡¯ conceptual knowledge taught by Scientific Inquiry model was in medium level and low level for conventional learning. The mean gain of students¡¯ procedural knowledge taught by Scientific Inquiry model was in high level and medium level for conventional learning. Hypothesis test showed that the mean gain of students¡¯ conceptual and procedural knowledge taught by Scientific Inquiry was better than conventional learning. This result showed that there was a positive effect of Scientific Inquiry model assisted visual media on the students¡¯ conceptual and procedural knowledge using Scientific Inquiry learning model.