Comparison of the Use of the Quick on the Draw Cooperative Learning Model and the Guided Inquiry Learning Type against Student Learning Outcomes

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VIII, August 2020 | ISSN 2454–6186

Comparison of the Use of the Quick on the Draw Cooperative Learning Model and the Guided Inquiry Learning Type against Student Learning Outcomes

Sulasmi, Pargito, Risma Margaretha Sinaga
Master of Social Science Education, FKIP Universitas Lampung, Indonesia

Abstract: This research was aimed at finding out (1) the differences between the students’ achievement that used cooperative learning model of quick on the draw type and the students’ achievement that used guided inquiry learning model, (2) the effect of using cooperative learning model of quick on the draw type on the students’ learning achievement. (3) the effectivities of using cooperative learning model of quick on the draw type on the students’ learning achievement. Quasi experiment was used in this study. The populations were the students at class XI Social 1 and 2. To analyze the data, T-Test and linear regression analysis were used. The results showed that (1) there was a difference between the students’ achievement that used cooperative learning model of quick on the draw type and the students’ achievement that used guided inquiry learning model, (2) there was more than effect of using cooperative learning model of quick on the draw type on the students’ learning achievement.(3) there was an effective of using cooperative learning model of quick on the draw type on the students’ learning achievement with guided inquiry learning.

Keywords: cooperative learning model, learning economic achievement, quick on the draw and guided inquiry learning.

I. INTRODUCTION

The 21st century is marked by the development of information, automation, computing, and communication which penetrated in all aspects of human life in all parts of the world. Therefore, learning models in the 21st century should be directed to encourage students to be able to: (1) find out various sources of observation, not be told, (2) formulate the problem (ask), not just solved the problem (answer), ( 3) analytical thinking (making decisions) not mechanistic thinking (routine), and (4) emphasizing the importance of cooperation and collaboration in solving problems (Kemdikbud, 2013).
Education is one of the most important parts in a development, because qualified human beings can be seen from the level of education as stated clearly in RI Law No. 20 of 2003 concerning the National Education System in Syaiful Sagala (2013: 3), namely: national education functions to develop capabilities and built the character and civilization of a dignified nation in order to educate the life of the nation, aiming at developing the potential of students to become people of faith and religius to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible.

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