The Effect of Guided Inquiry Learning Model on Creativity and Linguistic Ability Viewed from Social Interaction Ability among Kindergarten Children of Group B

I Made Elia Cahaya, Ketut Suarni, Nyoman Dantes and I Gede Margunayasa

Journal of Education and e-Learning Research, 2020, vol. 7, issue 4, 421-429

Abstract: This study analyzed the effect of guided inquiry learning model on creativity viewed from social interaction skill of the kindergarten children of group B in North Kuta district, Badung regency. This study used the 2x2 factorial design. The population was all kindergarten B’s in the North Kuta district with the total of 1.951 children from 49 schools, divided into 7 clusters. The sample was drawn by multistage random sampling technique creating 8 learning groups with 4 experimental groups and 4 control groups each of which consisted of 76 children. The study used a child’s social interaction ability observation sheet and a child’s creativity observation sheet as the instruments. The data were analyzed using two-way ANOVA. The data analysis revealed that (1) there is a significant difference in child’s creativity between children who learned with guided inquiry learning model and those who learned with conventional teaching model (F= 18.874; p<0.05) and (2) there is a significant interaction effect between learning model and social interaction ability on creativity (F= 15.975; p<0.05). The children who had a high social interaction would be more efficient if they were taught by using guided inquiry learning model in achieving the students’ creativity, meanwhile the students who had a low social interaction would be more efficient if they were taught by using conventional learning model.

Keywords: Guided inquiry learning model; Social interaction; Creativity. (search for similar items in EconPapers)
Date: 2020
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