The Effect of Guided Inquiry Model with Active-Reflective Dimensional Learning Style on High School Students’ Chemistry Learning Outcomes

Abstract


INTRODUCTION
The average score for the National Examination (UN) for The results of students' low National Examination scores can provide an overview of students' weak mastery of concepts and critical thinking skills in chemistry material. This is thought to have something to do with the learning process, including learning the selection model. Learning models that do not train students to develop critical thinking skills result in low learning outcomes.
Guided inquiry-based learning involves students seeking information and making explanations from direct experience with teacher guidance. The learning stages of the inquiry model are finding problems, formulating ideas, designing experiments, conducting experiments, analyzing data and making conclusions. Inquiry learning is considered more meaningful because inquiry puts pressure on the development of cognitive, affective, and psychomotor aspects in a balanced way [1], several studies have shown that  [2]. students [3].
Another factor suspected to be the cause of low learning outcomes is learning factors that do not pay attention to student learning styles. Learning style is the way we prefer to think, process and understand information [4]. Learning style is a combination of absorbing, organizing, and processing information. Also learning styles affect learning outcomes [5].
There are three types of learning styles, namely: visual, auditory, and kinesthetic. This grouping does not mean that each individual has only one learning style, but rather shows the dominant learning style that is owned by each student. It should be realized that not everyone has the same learning style. For this reason, teachers need to know student learning styles. Student learning styles can help teachers to apply appropriate learning materials for efficient learning [6]. If the teaching and learning styles and student learning styles do not match, the information conveyed tends to be rejected [7].
In line with this, it is important for teachers to combine their teaching style with student learning styles [8].
The guided inquiry learning model uses the activereflective dimension learning style, which is a learning model that incorporates aspects of the active dimension learning style in each stage of inquiry learning [9]. The dimension of active learning style is a condition where students like the presentation of material that requires student activity in the learning process. The active-reflective dimension learning model influences students' chemistry learning outcomes [10]. Based on the results of this study, the active dimension learning model is applied to chemistry learning at school to determine its effect on student learning outcomes.

Research Methods
The stages in this research are as follows: 1. Planning stage 1) The activities carried out at the planning stage are as follows: 2) Determination of the research sample 3) Design learning devices that will be used in research.
Making research instruments such as observation figures for teacher and student activities.

Implementation Stage
The activities carried out at this stage are as follows: 1) help assist students' learning styles using a learning style questionnaire.
2) Validating learning tools, namely validating construction and content through expert validation.
3) learning problems according to the specified scenario.
4) Implementation of observing the activities of teachers and students in learning.

Evaluation Stage
The activity carried out at this stage is to evaluate at the end of the lesson by providing learning outcomes.

Results Reporting Stage
1) Collect all research data.
2) Analyzing data and processing research data.

Population and Sample
This research was conducted in class XI MAN 2 Palu City. The research samples were students of class XI MIA6 as the experimental class and class XI MIA4 as the control class. Handling the research sample using purposive sampling, namely the average learning outcomes are the same.

Research Result
The design of this study used the pretest-posttest one group design, namely the research was conducted twice, namely before the experiment (pretest) and after the experiment (posttest) with one group of subjects [11]. The research design is presented in Table 1.

Hypothesis testing
Test the hypothesis using the convenience test of two averages. The hypothesis to be tested is: Ho: µ1 = µ2 student learning outcomes following learning using ITG-Dia are the same as students taking learning using conventional models.
Ha: µ1 ǂµ2 The learning outcomes of students participating in learning using the ITG-Dia are different from the learning outcomes of students participating in learning using conventional models.

Validation of Learning Implementation Plans
The results of the expert validation of the RPP are presented in Table 2. The results of expert validation show that the lesson plans used are valid and can be used in research. Furthermore, empirical validation was carried out on research instruments in class XII students of MAN 2 Palu City. Of the 25 questions that were validated, 16 questions were declared valid and 9 questions were invalid. Questions that are declared valid are used in research.

3) The results help students' learning styles
This research involved 27 students of class XI MIA 6 consisting of 11 boys and 16 boys as an experimental class.
The results of attitudes and skills are presented in Table 4 and Table 5 of students.  Table 4 and Table 5 it can be seen that the attitudes and skills of the students in the experimental class are in the good to very good predicate. The results of observing the attitudes and skills of the students in the experimental class indicated that the implementation of the active-reflective model learning generally worked well. Data analysis of the student learning outcomes and analysis of students' thinking skills before and after learning are presented in Table 6.  identify problems individually first, followed by discussion in groups. This is in accordance with Suyono & Hariyanto [8], which state that each student has his own learning style.

RESULTS
Likewise, the opinion of Danim and Khairil [12] suggests that it is important for teachers to understand the learning styles of their students. Skills in identifying problems can help students find, improve and improve the quality of the processes and learning outcomes they do. (Slavin, 2011).
Based on the problems that have been identified, followed by  [10], for that the teacher should be familiar with learning styles so that students can design suitable learning [13]. This is in accordance with Kolb and Kolb [7] which state that teachers need to adapt their teaching style to students' learning styles. The effectiveness of the learning model is determined by the professionalism of the teacher in teaching lessons [14].