Effect of Learning and Strategy FormalReasoning of Learning Outcomes Science Junior High School in Medan City

Marolop Hutagaol, Abdul Muin Sibuea, Julaga Situmorang
2017 Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)   unpublished
Abstrasct -The experiment was conducted at junior high school Medan City, field in 2011-2012. The sampling method is random sampling: 22, 21, 20 persons for discovery, inquiry and conventional, uses formal reasoning tests and results of junior high school students. Experimental studies using treatment with level 3 x 2 design. The findings of the study indicate there is a difference in learning achievement student science junior high school if learning with: (1) discovery, inquiry and
more » ... uiry and conventional, (2) discovery than inquiry, (3) discovery than conventional, (4) inquiry than conventional, (5) there is interaction between formal reasoning and learning strategies, (6) who have a high formal reasoning when learning with discovery learning strategies compared than inquiry and conventional, (7) who have a high formal reasoning if learning with discovery compared than inquiry, (8) who have a high formal formal reasoning when learning with discovery than conventional, (9) who have a high formal reasoning with inquiry than conventional, (10) who have low formal reasoning when learning with discovery compared than inquiry, (11) who have low formal reasoning when learning with discovery compared than inquiry, (12) who have reasoning low formal learning discovery compared with learning conventional, (13) who have low formal reasoning when learning with inquiry than conventional.
doi:10.2991/aisteel-17.2017.104 fatcat:mh6h6wgvdze47fawllr6mpwtzy