The students’ interest in a guided inquiry learning

• Published in: AIP conference proceedings Vol. 2330; no. 1
• Main Authors: Firduas, Chien Azizah, Sulandra, I. Made
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 02.03.2021
• Subjects: Hypotheses; Inquiry method; Learning; Students
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0043122

The lack of student involvement in learning can be caused by low interest. To increase students’ learning interest, we can implement the guided inquiry learning. This study aims to describe the student’s learning interest in learning with the guided inquiry methods. Forty grade XI students selected as the subject of this study. Data is collected through observation and interview. This study shows: (1) the actions of teachers such as repeating material and explaining its usefulness, giving a student worksheet that makes students think, being friendly and guiding, giving gifts, and dividing students into groups can create or increase the learning interest of students; (2) the sequence of guided-inquiry learning from the most increasing interest of students’ learning is post-learning, pre-learning, presenting problems, formulating hypotheses, conducting experiments, analyzing, testing hypotheses, making conclusions, and presenting results; and (3) students’ learning interests for three learning have seen increased from the four indicators of learning interest that have also improved, namely, a) attention (learning concentration) of 63.75% increase to 89.4%, b) the feeling of pleasure from 75.8% up to 94% are influenced by the passion of learning from 82.5% up to 96.25% and learning initiatives from 69.2% up to 91.7%, c) involvement from 62% up to 82.2% are influenced by the willingness of learning from 60.8% up to 77.5% and hard work in learning from 63.1% up to 86.9%, d) Interest (responsive learning) from 55% rose to 79.4%.