The Effectiveness of Window Shopping-Based Inquiry Learning Model to Increase Science Argumentation Skills in Elementary School
DOI:
https://doi.org/10.53797/ujssh.v1sp.13.2022Keywords:
Inquiry, argumentative skills, natural scienceAbstract
The purpose of this study is the effectiveness of the Window Shopping-based inquiry learning model which is to improve argumentation skills in Natural Science Class 6 Elementary School, Bonang District. This study uses experimental research methods. The subjects in this study were the sixth-grade students of Gebang 1 State Elementary School, Bonang Demak, with a total of 34 students as the experimental class, and the sixth grade of Gebangarum 1 Demak State Elementary School with a total of 22 students as the control class. The results of the N-Gain score test showed that the experimental class (by applying the rotation model) obtained an average N-Gain score of 66.44% which was included in the 'Effective Enough' category. Meanwhile, the application of the conventional model in the control class resulted in an average N-Gain score of 39.30% categorized as 'Not effective. While the effectiveness test using the paired sample t-test is known that the significance value (2-tailed) is 0.000 <0.05. In addition to the significance value, the value of t count > from t-table is 38.152 > 2.035. From these results, it can be concluded that the application of the rotation model has a significant impact on student learning outcomes in science lessons for grade VI elementary school.
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