The Effectiveness Comparison Between Inquiry And Problem Based Learning Towards Geography Learning Outcomes

This study aims to determine the differences of learning outcomes between students that were performed using inquiry and student who were applied using problem based learning in classes of X SMA 2 Plakat Tinggi. This study also purposes to examine the effectiveness comparison between  problem based learning and inquiry method. The research engages quantitative research with quasi-experimental type. Subject selection conducts match design. The population of this study were students of class X IPS in SMA 2 Plakat Tinggi which composed of three classes. The sample selection in this study engaged purposive sampling, hereby X IPS 3 was elected as  experimental group 1 (Problem based learning) and class X IPS 1 as the experimental group 2 (Inquiry) class. Data collection technique performed in this study was learning outcomes in the form of written test. Data analysis technique was engaging  independent sample t-test, which was followed by N increased and effect size extent. The findings are differences of learning outcomes improvement between students who studied utilizing inquiry method and students who were taught using problem based learning method. Problem based learning is more effective than inquiry in promoting Geography learning outcomes. This is indicated through calculation result upon effect size extent, where students who were taught using problem based learning method obtain a value of 4.185, larger compared to  those who were treated using inquiry method which obtain a value of 3.462. Keywords: Inquiry, problem based learning, Geography   References   Agustini, D. M. (2017). PBL untuk Meningkatkan Hasil Belajar IPA Siswa Tunarungu Kelas IV A SLBN 2 Bantul. Widia Ortodidaktika, 6(4), 427-437. Alberta. (2004). Focus on Inquiry: A Teacher's Guide to Implementing Inquiry Based Learning. Canada: Learning Resources Centre. Barret, T., & Moore, S. (2010). New Approaches to: Problem based learning Reveitalising Your Practice in Higher Education. 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