THE EFFECTIVENESS OF PROBLEM SOLVING AND INQUIRY METHODS

TOWARD GEOGRAPHY LEARNING OUTCOMES VIEWED

BASED ON THE INDIVIDUAL MODERNITY

Muhammad Rizal1 and Mukminan1

Master Program of Geography Education, Yogyakarta State University, Indonesia

Email : muhammad.rizal2016@student.uny.ac.id / muhammadrizal444@yahoo.com

Abstract

This research is a quasi experiment with quantitative approach to know about the
effectiveness of Problem Solving and Inquiry Methods in improving geography learning
outcomes viewed based on the individual modernity. The population in this research is
students of SMAN 2 Simeulue Tengah and SMAN 1 Teupah Barat. The samples are
collected by using purposive sample, in which the sample is class X IIS that consists of
46 students. The data collection technique used in this research is learning outcomes
tests, which are pre-test and post-test. The hypothesis is tested with Two Way Anova by
using SPSS version 24.0 for windows. Significance score of 0.000 and Fcount score of
36.676 or (P.sig) < 0.05 that are acquired from the outcomes of data analysis show that
Problem Solving and Inquiry Methods are effective to improve students learning
outcomes viewed based on the individual modernity. The significance of the relation
between the methods and modernity acquired is (P.sig) 0.004 < 0.05, which proves that
there is an interaction of methods and modernity in influencing geography learning
outcomes.

Keywords: Problem Solving, Inquiry, geography learning outcomes, modernity.

1. Introduction
The development of information and communication technology in the
globalization and modernization era has influenced various aspects in human life,
including in the field of education. Ghavifekr & Rosdy (2015: 175) in this 21st century,
the term technology is an important issue in many fields including education. This is
because technology has become the knowledge transfer highway in most countries.
Modernization in the field of education can be seen from the shift of paradigm in
technology-based learning which has become a very important part in learning
activities. Entering the industrial revolution 4.0, various human activities are always
connected to the use of technology so that information and communication technology
influence the individual modernity of every student. Modernity is a term of
modernization which is derived from a latin word “moderna” which in english means
“now” or “current time”. Baper (2010: 553) reveals that “the modernity is a various

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form phenomenon and an intellectual context full of meaning, ramping up to chase
behind and looks forward to new discoveries of the worlds”.
Almost every student has made use of internet technology to acquire information
and learning source. Internet media provides convenience for the students to access
learning sources digitally which greatly supports the progress of education in Indonesia.
Moore & Gilmartin (2010: 328) while the online component allows students to access
the necessary content, the reduced numbers of face-to-face lectures outcome in the
students being forced to investigate topics themselves or with their peers, rather than
depending on the lecturer to provide all the answers in class.
In the globalization and modernization era, geography has roles in various aspects
of development. Therefore, teachers have the obligation to improve students’ learning
outcomes, especially in learning geography. The lack of students’ learning outcomes
nowadays requires a strategy that can give the students motivation to learn. The strategy
that can give motivation to the students to learn geography for instance, through
learning approach which is liked by the students such as the Problem Solving
implementation method that involve the students actively in learning activities. Gecit &
Delihasan (2013: 623) teaching approach which the student prefer to use: (1) to use
visual object; (2) to do narration; (3) to do individual researches; (4) to provide
gathering information from mass communication; (5) to prepare symposium; (6) to
benefit from expert.
Scheyvens et al. (2008: 51) by utilizing learning strategies that can include small
group work, role play and simulations, data collection and analysis, active learning is
purported to “increase student interest and motivation and to build students’ critical
thinking, Problem Solving and social.Problem Solving method is one of learning
scientific method that accentuate the students involvement actively in learning
activities. Students involvement in learning includes analysis activities, identification
and solving the problem either in individually or group. The importance of Problem
Solving method implementation in the learning activities according to Gok (2010: 116)
usage of these models of problem solving strategy may be enhanced the creativeness
and awareness of the students. They may improve the thinking process of students
systematically. Fard et al. (2014: 61) Although a number of studies explored the

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possible impact of Problem Solving method of instruction on creativity, all have been
focused on the ordinary students.
Syeihan (2014: 142) teaching and utilization of problem solving in various ways
provides a deeper learning experience for students along with student involvement in
the conceptual process. In order to find solutions to problems, students have to collect
and implement new knowledge as well as researching, taking decisions and work in
cooperation with their group members. Confronting the students toward the problem, it
can give opportunity to the students for upgrading their understanding to solve the
problem and to increase the knowledge. Ali et al. (2010: 68) presenting the students
with a problem, give them opportunity to take risks, to adopt new understandings, to
applyknowledge, to work in context and to enjoy the thrill of being discoverers.The
Problem Solving method implementation in learning can improve the students’ skill in
the field of cognitive, affective, and psychomotor. Aydin (2017: 1472) the inclusion of
Problem Solving training in education allows for the development of high-level
cognitive skills such as thinking styles (scientific, critical, reflective, creative,
analytical, etc.) and Problem Solving in students.
The Problem Solving method is very great to be implemented in the learning
activities to make the students be more critical to respond each problem and it to
improve the students’ ability to extend the knowledge. Nowadays, the ability of
Problem Solving becomes an important competency in education. Eichmann et al.
(2018: 1) the ability to solve complex problems is an essential competence in both
education and everyday life, and is required for active participation in today's
society.Utami et al. (2016: 315) learning is a form of interaction between the individual
and the environment that will give the experience of the real situation. In the learning-
teaching activities, there will be an interaction between individual and the environment
that can give the real learning experience. Learn to teach which can give the real
experience to the students through the implementation of Problem Solving and Inquiry
discovery implementation. The students’ involvement actively in learning activities will
give learning outcome better and easy to be remembered by the students.
Vajoczki et al. (2011: 2) the Inquiry process is about exploring, discovering, and
ultimately reaching a higher level of understanding. Alameddine & Ahwal (2016: 337)
the revealed that using Inquiry-based model as means of instruction improved the

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learners achievement and outcomes. Learners enjoyed their lessons and performing their
complex and demanding projects. Aziz et al. (2012: 23-24) learning outcomes are
references for standard and quality as well as for the development of curriculum in
terms of teaching and learning. While, learning objectives describe the intended
purposes and expected outcomes of teaching activities and establish the foundation for
assessment.

2. Literature Review
The research of Mide Rara Emirilda, Sumadi., & Irma Lusi Nugraheni entitled
The Effectiveness of Problem Solving Method toward The Geography Learning
Outcome at SMAN 1 Gedong Tataan. The research in 2013 used quasi-experiment
method to compare the influence present to the treatment in certain group experiment
and to see the treatment influence. There is different mean of data analysis outcome on
students’ geography pre-test in the class of Problem Solving method and in the class of
discourse method. The post-test’ mean on geography learning outcome in Problem
Solving class is higher than discourse method. The gain of mean in the geography
learning outcomein class which is given Problem Solving method treatment is higher
than the class of discourse method.

3. The Methods
This research is quasi-experiment using quantitative method which is to see the
effectiveness of Problem Solving and Inquiry method toward the geography learning
outcome which is viewed from the individual modernity. The research population are
the students of SMAN 2 Simeulue Tengahand SMAN 1 Teupah Barat.The sampling
technique used purposive sample which is the sample taking method based on the goal
of research. The research sample are class of X IIS at SMAN 2 Simeulue Tengah that
consist of 21 students and 25 students of SMAN 1 Teupah Barat. To collect the data, the
researcher used pre-test as the learning outcome that is given before learning then post-
test after learning. Before analyzing the data, the researcher did normality test first to
see whether the outcome of research give normal distribution or not by using
Kolmogorov Smirnov Test. The criteria of data calibration will have normal distribution
if the significance is (P.Sig) ˃ 0,05.

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 After the research outcome has a normal distribution, then the researcher did
homogeneity test to see whether the research data outcome is homogeny or not by using
One Way Anova test. It used the data testing criteria which is homogeny if the
significance (P.Sig) ˃ 0,05. The next step is data hypothesis test of the research outcome
using Two Way Anova test by SPSS program for windows version 24.0. If the
significance (P.Sig) ˂ 0,05, it means that the data is significant and the hypothesis
accepted.

4. Result and Discussion

4.1. Problem Solving Method
The Problem Solving Method Pre-Test Score
Test Result Frequency Percentage
26 - 29 7 33.34
30 - 33 3 14.28
34 - 37 3 14.28
38 - 41 2 9.53
42 - 45 2 9.53
46 - 49 4 19.04
Total 21 100
Source: Data Analysis Result

The Problem Solving Method Post-Test Score

Test Result Frequency Percentage
64 - 67 2 9.53
68 - 71 2 9.53
72 - 75 2 9.53
76 - 79 3 14.28
80 - 83 4 19.04
84 - 87 8 38.09
Total 21 100
Source: Data Analysis Result

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4.2. Inquiry Method
The InquiryMethod Pre-Test Score
Test Result Frequency Percentage
44 - 48 5 20
49 - 53 3 12
54 - 58 4 16
59 - 63 4 16
64 - 68 5 20
69 - 73 4 16
Total 25 100
Source: Data Analysis Result
The InquiryMethod Post-Test Score
TestResult Frequency Percentage
70 - 72 5 20
73 - 75 3 12
76 - 78 4 16
79 - 81 5 20
82 - 84 5 20
85 - 87 3 12
Total 25 100
Source: Data Analysis Result
4.3. Normality Test
Data normality test is purposed to see whether the students data learning outcome
has normal distribution or not by using Kolmogorov Smirnov Test with SPSS Program
for windows version 24.0.

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Problem Solving Method Normality Test
Dependent Variable: N-Gain Score
Pre-test Post-test
N 21 21
Normal Parametersa,b Mean 35.9048 78.0952
Std. Deviation 7.70003 7.62827
Most Extreme Differences Absolute ,170 ,170
Positive ,170 ,098
Negative -,139 -,170
Test Statistic ,170 ,170
Asymp. Sig. (2-tailed) ,115 ,115
Source: Data Analysis Result
Data analysis shows the score of Asymp. Sig. (2-tailed) toward the pre-test is
0,115 and post-test 0,115. The data analysis outcome show the significance (P.Sig)
0,115 ˃ 0,05. Hence, it can be concluded that the learning outcome of students’ pre-test
and post-testscore by implementing Problem Solving method has normal distribution.
Inquiry Method Normality Test
Dependent Variable: N-Gain Score
Pre-test Post-test
N 25 25
Normal Parametersa,b Mean 58.7200 78.2400
Std. Deviation 8.54166 5.45649
Most Extreme Differences Absolute ,105 ,146
Positive ,105 ,139
Negative -,100 -,146
Test Statistic ,105 ,146
Asymp. Sig. (2-tailed) ,200 ,175
Source: Data Analysis Result
Data analysis shows the score of Asymp. Sig. (2-tailed) toward the pre-test is
0,200andpost-test 0,175. The data analysis outcome shows the significance (P.Sig) ˃
0,05. Hence, it can be concluded that learning outcome of students’ pre-test and post-
testscore of students by implementing Inquiry method has normal distribution.

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4.4. Homogeneity Test
Homogeneity Test is to know whether the students data learning outcome by
implementing Problem Solving and Inquiry Method, it is homogeny or not using One
Way Anova test by the data testing criteria if the significance (P.Sig) ˃ 0,05.
Table 4. Pre-test and Post-test Homogenity Test using Problem Solving and Inquiry
Methods.
Dependent Variable: N-Gain Score
Std Std Lower Upper
Score Method Mean Min Mx
Dev Error Bound Bound
P.Solv 35.90 7,70 1,68 32,39 39,40 26 48
Pretet Inquiry 58.72 8,54 1,70 55,19 62,24 44 72
Total 48.30 14,4 2,07 44,13 52,47 26 72
P.Solv 78.09 7,62 1,66 74,62 81,56 64 88
Posttst Inquiry 78.24 5,45 1,09 75,98 80,49 70 88
Total 78.17 6,46 0,95 76,25 80,09 64 88
Source: Data Analysis Result
The meanof students’ pre-test which implemented Problem Solving is 35.90 and
Inquiry method is 58.72. The total students’ pre-test mean that implemented Problem
Solving and Inquiry Method is 48.30. The rest post-test mean that implemented
Problem Solving method is 78.09 and Inquiry method is 78.24. The total mean of
students post-test that implemented Problem Solving and Inquiry method is 78.17. To
see the students pre-test and post-testscore homogeneity of learning outcome, the
researcher implemented Problem Solving and Inquiry method using Levene Test.Below
is the data analysis result.
Table 5. Test of Homogeneity of Variances
Dependent Variable: N-Gain Score
Levene Test df1 df2 Sig
Pre-test ,173 1 44 ,680
Post-test 2,919 1 44 ,095
Source: Data analisis result

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 Pre-test data analysis gain the significance about 0,680 and post-test is 0,095,
hence the significance (P.Sig) > 0,05. The data analysis result shows the pre-test and
post-test score of students learning outcome by implementing Problem Solving and
Inquiry method that is homogeny or it comes from the population which has the same
variant.
4.5. Hypothesis Test
The data analysis using Two Way Anova test has some output or analysis result.
These are the data analysis result of students learning.
a. Between Subjects Factors.
Dependent Variable: N-Gain Score
Model 1,0 Problem Solving 21
2,0 Inquiry 25
Modernity 1 High 24
2 Low 22
Source: Data Analysis Result
The data analysis result shows the total students which implemented Problem
Solving method about 21 and 25 students using Inquiry method.
b. Descriptive Statistics

Dependent Variable: N-GainScore

Method Modernity Mean Std. Deviation N
Problem Solving High ,7300 ,06051 9
Low ,6114 ,08375 12
Total ,6622 ,09454 21
Inquiry High ,4285 ,13793 15
Low ,5101 ,12554 10
Total ,4611 ,13666 25
Total High ,5415 ,18733 24
Low ,5654 ,11443 22
Total ,5529 ,15553 46
Source: Data Analysis Result

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 The students’ high modernity by implementing Problem Solving method, they
gain the mean is 0,73 with the total 9 students while the students low modernity
gains the mean is 0,61 with the total 12 students. The total post-test students’ mean
with high and low modernity using Problem Solving method is 0,66. The students
who implemented Inquiry method with the high modernity, they get mean 0,42 by
total 15 students while the students with low modernity, they get mean 0,51 by total
10 students.
c. Levene's Test of Equality of Error Variances
Dependent Variable: N-Gain Score
F df1 df2 Sig.
1,889 3 42 ,146
Tests the null hypothesis that the error variance of the dependent
variable is equal across groups.
a. Design: Intercept + Model + Modernitas + Model * Modernity
The Levene’s Testanalysis toward the N-Gain Score variable get the
significance 0,146 and Ftabel 1,889. The analysis result and data testing criteria show
the significance (P.Sig) > 0,05 hence, it can be concluded that variable of Problem
Solving and Inquiry Method are homogeny.
d. Tests of Between-Subjects Effects
Dependent Variable: N-Gain Score
Type III Sum Mean
Source of Squares df Square F Sig.
Corrected Metode ,574a 3 ,191 15,613 ,000
Intercept 14,395 1 14,395 1174,785 ,000
Metode ,449 1 ,449 36,676 ,000
Modernitas ,004 1 ,004 ,309 ,582
Metode * Modernitas ,111 1 ,111 9,059 ,004
Error ,515 42 ,012
Total 15,152 46
Corrected Total 1,089 45
Source: Data Analysis Result

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 The Problem Solving and Inquiry method analysis result toward the variable of
N-Gain Score get the significance 0,000 or (Sig) 0,000 ˂ 0,05 hence, it accepts the
hypothesis that state Problem Solving and Inquiry method are effective to improve
the geography learning outcome which viewed from the individual modernity. The
method interaction and modernity toward the variable of N-Gain Score get the
significance 0,004 or (Sig) 0,004 ˂ 0,05 hence, it also accepts the hypothesis that
there is method interaction and modernity in influencing the geography learning
outcome.

5. Conclusion
The development of information technology and communication has influenced
the students individual modernity. Students are very familiar in using technology as the
one of information and learning media. The information technology and communication
also the students modernity can help the teacher indeed to apply Problem Solving and
Inquiry method. The students can use information technology to access learning
material to solve the problem either in individual or group. The data analysis result
shows that the Problem Solving and Inquiry method is very effective to improve the
geography learning outcome and there is a method relation and modernity in influence
the geography learning outcome at SMAN 2 Simeulue Tengah and SMAN 1 Teupah
Barat.

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