The Effect of Inquiry Learning Model and Scientific Attitudes on Divergent Thinking Ability in the Environmental Education Course

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Encep Iman Hadi Sunarya, Martini Jamaris, Yetti Supriyati, Apri Wahyudi

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This study aimed to discover the effects of the instruction model and scientific attitude toward environment education divergent thinking. The study adopted is the experimental method, while the design used is factorial 2 x 2 (factorial post-test only design). The research was conducted in STKIP Sebelas April Sumedang. The population participated in this study college student STKIP Sebelas April Sumedang during the odd semester of the 2020/2021 academic years. Samples were selected by using a simple random sample totalling 74 people. The study result conducted showed that the use of the inquiry model and scientific attitude provided a good effect on the students’ Environment education divergent thinking.

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