The Influence of Inquiry Learning Strategies and Cognitive Style on Mathematics Learning Outcomes of Grade V SD Pematangsiantar

This study aims to find out the effect of inquiry learning strategies and cognitive styles on mathematics learning outcomes in grade V SD Pematangsiantar. The research method used is the experimental method with a quasi-experimental design 2 x 2 factorial design. In this study, the samples were grouped into two groups. The two groups were used as the experimental group and the control group respectively. The data collection technique was done through pre-test and post-test to the control group and the experimental group. The results of this study indicate that the mathematics learning outcomes of primary school students who are taught with guided inquiry learning strategies are higher than those taught with free inquiry learning strategies with a mean value of 90,50. Mathematics learning outcomes of primary school students who have an independent cognitive style are higher than those who have a dependent cognitive style with an average score of 89. Mathematics learning outcomes of primary school students have an interaction between inquiry learning strategies and dependent cognitive styles with an average score of 79. The mathematics learning outcomes of the students in free inquiry class have an independent cognitive style with an average score of 87. Mathematics learning outcomes of guided inquiry class students have a dependent cognitive style (A1B2) with an average score of 87. Primary students’ mathematics learning outcomes among those taught using Free inquiry learning strategies are no better than students who are taught using guided inquiry learning strategies and Mathematics learning outcomes of primary students among those who have better independent field cognitive style with dependent learning styles

The Effect of Guided Inquiry and Modified Free Inquiry on The Critical Thinking of VII Class Students of SMP Negeri 25 Pekanbaru

This study aims to determine the effect of guided inquiry models and modified free inquiry on critical thinking in the classification of living things. This research was conducted at SMPN 25 Pekanbaru. The research was carried out in the form of an experiment. The study population was class VII. The sample was taken using simple random sampling technique, which consisted of 3 classes, namely the experimental class 1 using the guided inquiry model, the experimental class 2 using the modified free inquiry model and the control class using the conventional method. The research design used a pretest and posttest control group design. Data were analyzed by using ANOVA test (one way ANOVA). Based on the result data, the average critical thinking result of the classification of living things with an average value of the experimental class 1 is 77.84 (good), the experimental class 2 is 70.93 (good) and the control class is 43.29 (poor). In the experimental class class 1, the critical thinking average is higher than the experimental class 2 and the control class. Based on the results of the ANOVA test, it was stated that the use of guided inquiry models and modified free inquiry had a significant effect on students' critical thinking in the experimental class 1, the experimental class 2 and the control class with a significant value (0.000) <alpha (0.05).

The Influence of Inquiry Methods and Motor Educability on Dribbling Skills in Soccer

Research aims toaknow the influenceaMethod of Inquiry and Motor Educability Exerciseaagainst skillsaDribbling in FootballaBengkulu Young Shoots. Research conductsaresearch Experiment withaFactorial design. Sample insideaThis study included 48 athletesaTunas Muda KotaaBengkulu. Data analysis techniqueausing the t-test. The results of the research in this study are: 1. The results of the dribbling skills in soccer for SSB students who are taught using a modelainquiry exerciseaguided moreahigh in comparisonawith students who followainquiry learningafree. 2. Resultsadribbling skills of students have motoraeducability higheraheight than the childawho has a motoraeducabilitylow. 3. Several schoolsahave a workout scheduleaconcurrently between football extracurriculars, so thatadirectly inaimplementation of the exercise sometimes has toado the treetment and testanot simultaneously. This matterabe one of the obstacles in providing treatmentain the form of a training methodato students. 4. Studentsanot quarantined soaresearchers cannot control activityawhateverastudents doaout of scheduleaexercise is a nutritional problemastudents. Notastraightforward this thingacan affectaresearch. 5. Lack of comfortaand the serenity students getaat the time of doing the guided inquiry method and lackathe facility used by researchers to support the provisionathe training method when doing the methodathe free inquiry exercise.

The Classic Arguments for Free Speech 1644–1927

This chapter examines the classic arguments for freedom of speech. It traces the first comprehensive argument for freedom of speech as a limiting principle of government to John Milton’s Areopagitica, a polemic against censorship by a requirement of prior licensing in which Milton develops an argument for the pursuit of truth through exposure to false and heretical ideas rather than the passive reception of orthodoxy. Despite Milton’s belief in the advancement of understanding through free inquiry, he was far from liberal in the modern sense of that term and he did not, for instance, extend the tolerance he advocated to Catholic religious texts. The chapter then assesses what James Madison had to say about the role of public opinion as a crucial element in the creation of political authority and the preservation of rights, and considers Justice Oliver Wendell Holmes, Jr’s opinions about the freedom of speech. It also looks at how the celebrated federal judge Learned Hand conceives of the freedom of speech as a majority-creating procedure rather than an individual right, while Justice Louis Brandeis understood the freedom of speech to be an individual liberty important as such but especially important for its contribution to democratic character. Ultimately, the most widely-read of the classic arguments for free speech is that developed by John Stuart Mill in his Essay On Liberty.