THE INFLUENCE OF INQUIRY

LEARNING MODEL BASED ON AUDIO

VISUAL MEDIA AND SCIENTIFIC
ATTITUDES TO CREATIVE THINKING
SKILLS IN CLASS V YAYASAN MARKUS
MEDAN HELVETIA
TP. 2018/2019
Nelly Febri Trisna 1)
Postgraduate School of the State University of Medan
Basic Edication
Medan, Indonesian

Prof.Retno 2) , 3) Drs. Siman

Lecture of Postgraduate School of the State University of Medan
Medan, Indonesian

Abstract - The objective of this study was to determine the effect of inquiry learning model-
based audio-visual media and scientific attitude towards creative thinking skills in class
V Foundation Markus Medan Helvetia academic year 201 8 /20 19 . The study was
conducted at Markus Elementary School Medan in the odd semester of the 2019/2020 school
year. The timing of the study is planned in July 2019. The population in this study were
elementary students School Year Mark Terrain 201 8 /201 9 . The population of this study were
two classes, namely the VA class and the VB class. The design used in this study was quasi-
experimental. The research design used was a 2 x 2 factorial. The data analysis technique used
was descriptive statistical analysis and Ancova inferential statistical analysis with the help of Mc.
Ecxel and the SPSS program 20. Based on the results of the analysis and findings of researchers
from the field, several conclusions are obtained which are answers to the questions in the
formulation of the problem, including the results of the average value obtained in the class
applying an inquiry model based on audio-visual media higher by 19.7% of the control class,
obtained the calculated F value > from the F table is 5.9> 4.1 so that there are significant differences in
learning outcomes between the classes using inquiry-based audio visual media and those
using conventional models, obtained the calculated F value > from the F table that is 6.02> 4.1 so that
there are significant differences in learning outcomes between students who have high scientific
attitudes and students who have low scientific attitudes

Keywords : Creative Thinking Skills, Audio Visual Media, Inquiry Learning and
Scientific Attitudes
 I. Introduction
The ability to think creatively is one
of the important competencies as part of life
skills. This is in line with what was stated by
the National Education System Law No. 20
of 2003, namely education aims to develop
the potential of students to become human
beings who believe and fear God Almighty,
noble, healthy, knowledgeable, capable,
capable, creative, independent, and be a
democratic and responsible citizen. Based
on this, one of the goals of education is
creative thinking. Creative thinking is one of
the indicators of high-level thinking that was
developed in the 2013 curriculum. The aim
of learning science will be achieved if there
is a successful assessment of cognitive,
affective, and psychomotor aspects.
Cognitive aspects are things related to
knowledge, understanding, and intellectual
skills, affective aspects are closely related to
attitudes and emotions, and psychomotor
aspects related to skills. These three aspects
are in line with the nature of science that
must be reviewed in terms of products,
processes, and scientific attitudes, Dahar (in
Trianto 2010: 148).
According to Hamalik (2003: 35)
states that the most fundamental thing that is
demanded in the learning process is the
activeness of asking students. The activeness
of asking students in the learning process
will cause high interactions between the
teacher and students or with the students
themselves. This will result in a fresh and
conducive classroom atmosphere, where
each student can involve their abilities to the
maximum extent possible. Activities arising
from students will also lead to the formation
of creative thinking and skills that will lead
to an increase in student achievement.
The activeness of asking questions
can challenge children to think creatively,
help children to clarify concepts and
problems related to learning. Where with the
activeness of asking students will be able to
communicate effectively and efficiently in
accordance with ethics that apply orally and
be able to appreciate the thoughts of others
appropriately and creatively for various
purposes in solving problems .
Scientific attitude is an internal
ability that plays a role in taking action.
Where the action to be chosen depends on
the attitude towards the assessment of good
or bad profit or loss, whether or not to
decide, from an action taken (Slameto, 2010:
188). Low student scientific attitude
characterized by lack antusiasan students
asked, carry out simulations , experiments
and projects at the time pe mbelajaran IPA .
In doing the test 30% of students cheated on
learning , the attitude showed that the lack
of an open-minded attitude with their own
knowledge and 50% of students were not
careful in doing practical activities. This can
be seen from the disorderly students during
the practicum and the results of the
practicum report on the student worksheet
(LKS) that many are still unoccupied. The
low ability to think creatively which also
affects students' scientific attitudes .
Children aged 7 to 12 years are in the
concrete operational phase. In this phase,
children think based on concrete or real
experiences. Primary school-age children
have an attitude of curiosity high enough to
recognize their environment. This means
elementary school children have the
potential to have a scientific attitude.
Therefore, the learning process in
elementary school-age children needs to be
carried out in such a way as to enable
children to see, do, engage in learning, and
experience directly the things learned so that
can help develop their curiosity, it can use
learning models that can lead to student
activity in learning.
In this case, the learning model that
can be applied is guided inquiry . The
guided inquiry learning model is a
model
 learning that can improve higher
order thinking skills. This can be proven
from the learning settings that trigger
students to always ask questions and discuss
so as to enable students to practice
communicating and open up the students'
creative thinking.
In addition, many advantages are
found in the inquiry learning model . Inquiry
learning model can improve memory and
pemaha ma n on student learning materials.
Students will easily overcome problems in
learning. The main objective of the incuri
learning model in teaching activities is to
involve students maximally in the process of
learning activities. Through inquiry learning
students are taught to formulate the problem,
proposed a hypothesis, collect the data,
testing hypotheses until to formulate
conclusions. This is done meaningfully for
students so that they will easily develop
students' creative thinking abilities and
scientific attitudes.
In addition to learning models that
support creative thinking, the use of
instructional media also needs to be
considered more closely. One learning
media that can be used to help students think
creatively and foster good scientific attitudes
is audio visual media. Audio visual media is
a modern instructional media that is in
accordance with the times (advances in
science and technology) because it includes
vision, hearing and movement, and displays
moving elements of images. In this case the
audio media that can be applied easily is in
the form of video.
II. Research methods
The experiment was conducted in
SD Markus Medan in the first semester of
the school year 201 8 /20 19 . The timing of
the study is planned in July 2019. The
population in this study were elementary
students School Year Mark Terrain 201 8 /
201 9 . The population of this study were
two classes, namely the VA class and the
VB class. The design used in this study was
quasi-experimental. The research design
used was a 2 x 2 factorial. The data analysis
technique used was descriptive statistical
analysis and Ancova inferential statistical
analysis with the help of Mc. Ecxel and
SPSS 20. This study aims to determine the
effect of the application of Inquiry-Based
Audio-Visual Media Learning and Scientific
Attitudes on Creative Thinking Skills of
students .
III. RESEARCH RESULTS AND
DISCUSSION
4.1. Description of Research Results
4.1.1. Data analysis
4.1.1.1. Description of Results Data on the
Value of Creative Thinking Skills
in Experimental and Control
Class Students
The process of conducting this
research began with the provision of tests to
each experimental class and control class
consisting of 50 students. After the answer
sheet results are examined by the researcher,
the lowest value, the highest value, the
average in each class and the standard
deviation values for each class are obtained.
Complete calculation data using
SPSS 17 can be seen in the appendix to the
results of the study.
Table 4.1. Description of Student Scientific
Attitude Test Data Scores for Experiment
and Control Classes
Descriptive Statistics
Std.
Minim Maxim The Deviati
N um um Sum mean on
SI 24 6:00 7:00 376.0 12.53 3,61733
Experime p.m.
nts
SI _ 26 6:00 17:00 339.0 11,300 3.74304
Control 24 0
Valid N (
listwise )
 From the description of the
acquisition of scientific attitudes in the table
above shows that the acquisition of the
minimum value obtained by the two classes
is the same that is 6 while for the
acquisition of the maximum value of the
experimental class is higher when compared
to the control class of 19 in the experimental
class and 17 in the control class with a value
of the average for the experimental class
was 12.53 and the control class obtained an
average value of 11.3. From the description
of the scientific attitude data above it can be
seen that the ability of the experimental
class students and the control class students
are not far adrift (relatively the same).
4.1.1.2. Description of Pre Test Result
Student Learning Outcomes for
Experimental and Control
Classes
Pretest is given to students at the
beginning of learning activities. This test is
carried out individually and students work
independently in completing it. The
summary of student pre test results
information is summarized in a simpler form
so that it is easily understood by the reader
and the information is presented in the table
below. Complete calculation data using
SPSS 20 can be seen in the appendix to the
results of the study.
Table 4.5. Description of Pre Test Data
Student Learning Outcomes in
Experimentation and Control Classes
Descriptive Statisticks
The Std.
N Min Max Sum mean Deviation
Pretes_Ctrl 26 10 80 1450 55.77 18,585
Pretes_Ex 24 10 80 1340 55.83 19,318
Valid N for the acquisition of the minimum value
24
(listwise)
From the description of the pre test scores of
student learning outcomes in the above table
it appears that for the acquisition of the
minimum value obtained by both classes is
10 for the control class and 10 for the
experimental class while for the acquisition
of the maximum value of the experimental
class and the control class is 80 with an
average value for the experimental class of
55.83 and the control class obtained an
average value of 55.77.
4.1.1.3. Description of Post Student Test
Result Learning Test Results for
Experimental and Control
Classes
Post tests are given to students at the
end of learning activities. This test is carried
out individually and students work
independently in completing it. The
summary of information on the results of
students' post-test results is summarized in a
simpler form so that it is easily understood
by the reader and the information is
presented in the table below. Complete
calculation data using SPSS 20 can be seen
in the appendix to the results of the study.
Table 4.8. Data Description Post Test
Student Learning Outcomes in the
Experiment and Control group
Descriptive Statistics
N Mi Ma Su The Std
n x m mea
n
Postes_Ek 2 196 82.0 15,03
50 100
s 4 8 1 0
Postes_Ct 2 162 62.3 20,06
30 90
rl 6 0 1 1
Valid N ( 2
listwise ) 4
From the description of the post test
achievement scores of student learning
outcomes in the table above it appears that
obtained by the two classes is not so much
different the minimum value for the control
class is 30 and the minimum acquisition
value in the experimental class is 50 as well
as for the acquisition of the maximum value
of the class The experiment was not
different from the control class, namely the
acquisition for each class was 30 with an
average value for the experimental class of
82.01 and the control class obtained an
average value of 62.31. So there is a
difference of 19.7%.
4.1. Discussion
4.1.1. Improving Student Learning
Outcomes by Using Audio Visual
Media-based Inquiry Learning
Cooperative learning model is
learning that requires cooperation
between students, interdependence in the
structure of achieving tasks, goals, and
rewards. The success of learning depends
on the individuals in the group. Arends
(Trianto, 2009: 65). Seeing the results of
research that has been presented above,
shows that the model of cooperative
learning with Learning Inquiry-based
Media Audio Visua l significantly affect
the result of the bell a jar Students and
Skills Thinking student than conventional
learning. The results of this study are
strengthened by Moh Taufik's (2015)
research findings which show that
students' learning achievement
completeness by using Inquiry learning is
80%.
If we pay attention to the learning
characteristics of the two approaches,
namely the Inquiry learning model and the
conventional learning model, it is natural
that differences occur. Theoretically learning
with Inquiry learning model has several
advantages when compared to ordinary
learning, which if if these advantages are
maximized in classroom implementation it
is possible for the learning process to be
better.
In conventional learning, teaching
materials used are textbooks that are
commonly used by teachers and students,
learning activities carried out by discussing
explaining the material, discussing sample
problems and continued with practice. This
is what makes Inquiry learning better in the
normal learning process of increasing
student learning outcomes and Creative
Thinking Skills . This is evidenced by
differences in learning outcomes obtained
by students at the time of the study, the
average post test results obtained in the
Experiment class applying the Inquiry
model scored 82.01 while in the control
class applying the Conventional model the
score is 62.31, as in Table 4.18 following:
Table 4.18. Data Description Post Test Student
Learning Outcomes in the Experiment and Control
group
Descriptive Statistics
N Mini Maxi Sum The Std.
mum mum mean Deviati
on
Postes_Eks 24 50 100 1968 82.01 15,030
Postes_Ctrl 26 30 90 1620 62.31 20,061
Valid N (
24
listwise )
4.1.2. Differences in Student Learning
Outcomes taught by Inquiry
Learning Models and
Conventional Learning
Models
Inquiry learning is a cooperative
learning model that encourages students to
move and help each other in mastering
subject matter to achieve maximum results.
Learning Inquiry , students learn small
groups consisting of 4-5 people,
heterogeneous and cooperate positive and
accountable interdependence independently.
Each group member is responsible for
completing the part of the lesson material
that must be learned and delivering the
material to the original group member
(Setiawan, 2006: 9). This type of learning is
a cooperative learning strategy where each
student becomes a member in a particular
field, then shares his knowledge with other
members of the group so that everyone can can increase when teachers do learning
finally learn the concepts. through inquiry learning models .
Table 4.19. Description of Pre Test Data Based on the description above it can
Student Learning Outcomes in be concluded that Inquiry learning is
Experimentation and Control Classes effective in improving student learning
Descriptive Statisticks outcomes. This is because in learning with
Inquiry learning , the learning process is not
The Std. only to gain knowledge, but also to give
responsibilities to students, train intellectual
N Minimum Maximum Sum mean Deviation
thinking and stimulate student curiosity,
Pretes_Ctrl 26 10 80 1450 55.77 18,585
forcing students to try to gain knowledge so
Pretes_Ex 24 10 80 1340 55.83 19,318
that learning material that is learned will be
Valid N more easily accepted, deeply remembered
24 and understood.
(listwise)

Seeing the results of the research 4.1.3. The Interaction of Student Creative
above shows that it can be stated that there Thinking Skills and Inquiry
are significant differences between the Learning to Student Learning
Inquiry learning model of student learning Outcomes
outcomes. This indicates that the results Based on these results and the
obtained by students in learning taught by analysis of the two-way ANAVA hypothesis
Inquiry learning are better than students analysis, it is concluded that there is no
taught with conventional learning. If we interaction between the learning model
consider the characteristics between the two ( Inquiry learning and conventional
learning namely Inquiry learning and learning) and Creative Thinking Skills (low,
conventional learning have different medium and high groups) on student
characteristics, where in learning Inquiry learning outcomes.
Table 4.20. ANOVA 2 Test Results Interaction of
students are required to play an active role in Student Learning Outcomes on Creative Thinking
learning by involving themselves in expert Skills of Students
team discussions and original team
discussions, in the process students are
trained to understand the concepts that are
be part of the task which will be presented
again when returning to the original group.
Based on the results of research by
Gede, et al (2015) there is a difference in
understanding concepts between groups of
students who are being taught with the
Inquiry learning model ) and groups of
students who are being taught with
conventional learning models. Furthermore,
the results of Moh Taufik's research (2015)
show that the application of Inquiry learning
models can improve student achievement.
This study found that learning achievement
Tests of Between-Subjects Effects
Type III
Sum of Mean
Source Squares df Square F Sig.
Correcte 229,194 5 45,839 12,800 .000
d Model a
Intercept 5753,0781 5753,0781606,433.000
KBK 117,895 2 58,948 16,460 .000
Class 105,209 1 105,209 29,378 .000
KBK * 21,696 2 10488 3,029 .057
Class
Error 193,389 44 3,581
Total 7143,00050
Correcte 422,583 49
d Total
a. R Squared = .542 (Adjusted R Squared = .
500)
The thing that makes there is no
interaction between learning and the level of
students' Creative Thinking Skills on student
learning outcomes due to learning factors
with Student Creative Thinking Skills
students do not give a joint influence on
improving student learning outcomes.
Learning factors have a significant effect on
student learning outcomes while Creative
Thinking Skills Students have no influence
on student learning outcomes.
IV. Conclusion
1. The results of the posttest data
analysis provided in the two classes
showed that the average value obtained in
the Experiment class applying Inquiry
learning was higher than the class
applying conventional methods. In the
experimental class applying the Inquiry
model the score is 82.01 while the control
class applying the Conventional model
scores 62.31
2. There is a significant difference in
learning outcomes between classes using
Cooperative Learning Models based on
Audio Visual Media inquiry types and
those using conventional models
3. There are significant differences in
learning outcomes between students who
have Student Creative Thinking Skills
( KBK ) with high scientific attitudes and
students who have Student Creative
Thinking Skills ( KBK ) with low
scientific attitudes .
4. There is no interaction between
Creative Thinking Skills of Students (K
BK ) with Cooperative Learning Models
based on Audio Visual Media-based
Inquiry Learning in terms of learning
outcomes in class V SD Markus Medan.
From the results of calculations using
two-way ANAVA it can be seen that the F
value is 3.029 with a significance of
0.057, which means greater than 0.05.
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