The Influence of Problem Based Learning, Guided Inquiry Learning Models Assisted by Lectora Inspire, and Scientific Attitudes to Student's Cognitive Values

摘要

Chemistry is not taught simply by providing an understanding of meaning, facts, concepts, principles, but also an invention through a process of discovery with real action. This study aims to determine the Problem Based Learning (PBL) learning model assisted by the Lectora Inspire media, the Guided Inquiry (GI) learning model assisted by Lectora Inspire media, and students 'attitudes toward students' cognitive values on colloid system material. This research is a quasi-experimental study with a 2x2 factorial design. Data analysis techniques were two-way variant analysis (Anava) with a significance level of 0.05. The results showed that there were no significant factors using the PBL assisted by the Lectora Inspire media with the GI assisted by Lectora Inspire media on colloid system material with a significance of 0.135, high and low areas of expertise from other students with a significance of 0.000, and the second model of learning does not show interaction with attitude categories in influencing students' cognitive value with a significance of 0.603. So it can be concluded that both learning models and attitudes achieve cognitive values of students but do not interact with each other.