APPLICATION OF INVESTIGATION BASED MULTIPLE REPRESENTATION LEARNING MODEL ASSISTED BY VIRTUAL SIMULATION ON DIRECT CURRENT CIRCUIT MATERIAL TO ENHANCE COGNITIVE LEARNING OUTCOME OF HIGH SCHOOL STUDENTS
Keywords:
Investigation Based Multiple Representation, IBMR, Virtual Simulation, Cognitive Learning Outcomes, Direct Current Circuit Material, Investigation Based Multiple Representation Learning ModelAbstract
This research aims to describe the cognitive learning outcomes of students after learning physics with Investigation Based Multiple Representation Learning model assisted by virtual simulation, especially on the direct current circuit material. The research used a quasi-experimental design with a post-test only control group. This research was conducted in the MA Darul Hikmah Pekanbaru, with the sample being students of experimental and conventional classes. The experimental class was taught using the Investigation Based Multiple Representation Learning model assisted by virtual simulation, while the control class received a conventional learning model. The data were obtained from students’ cognitive learning outcomes, and data collection provided a post-test question. The descriptive analysis results show that students’ cognitive learning outcome of the experimental class achieved an average score of 80.04 (Good Category), and students’ cognitive learning outcomes from the control class achieved an average score of 50.78 (Very Less Category). The inferential analysis results show a difference between students’ cognitive learning outcomes in the experimental class and those in the cognitive learning outcomes. This is proven by the results of inferential analysis with independent sample t-tests and confirming a difference between the two classes with a significance value of 0.000 < 0.005. This research demonstrates that the Investigation Based Multiple Representation Learning model assisted by virtual simulation enhances students’ cognitive learning outcomes of direct current circuit material, providing an alternative teaching strategy that can enhance students’ cognitive learning outcomes.
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