The effect of inquiry learning model based on laboratory and achievement motivation toward students’ physics learning outcomes

Abstract

Abstract This study aims to explore the effect of the inquiry learning model based on laboratory and achievement motivation toward students’ physics learning outcomes. This study is experimental research with a factorial design. The research sample used 2 class groups in one high school in the city of Mataram. The first experimental group used inquiry learning model based on real laboratory and the second experimental group used inquiry learning model based on virtual laboratory. Virtual laboratory using PhET simulation. The questionnaire of achievement motivation scale was used to measure the students’ achievement motivation, and a test was used to measure students’ learning outcomes focusing on cognitive aspects. The analysis of motivation scores and learning outcomes was carried out descriptively. Furthermore, the hypothesis testing use the Anova test where the prerequisite test in the form of normality and homogeneity test is conducted. The research results show that; a) there is no significant difference between the students’ learning outcomes who learn using the inquiry learning model based real laboratory and virtual laboratory; b) there is no significant difference between the students’ learning outcomes who have the high achievement motivation and low achievement motivation; and c) there is no interaction between inquiry learning model based real laboratory and virtual laboratory with the achievement motivation (high and low) on the students’ learning outcomes.