Implementation of Inquiry Based Learning to Improve Understanding the Concept of Electric Dynamic and Creative Thinking Skills (An empirical study in Class IX Junior High School Students State 4 Kendari)

This study aims to explain the understanding of the concept and creative thinking skills of students who take the inquiry-based learning and conventional, to analyze an improved understanding of concepts and creative thinking skills students on the dynamic electrical material. This research approach is an experiment with the design of The Randomize pretest-posttest control group that carried out in grade IX junior high school students 4 Kendari for the school year 2015/2016. Collecting data through instrument (questionnaire) was performed using the initial test and final test for the understanding of the concept and creative thinking skills of students. Results of this study gained an average of N-gain students understanding of the concept of 0.49 for the experimental class and 0.22 for control class. As for the data N- gain creative thinking skills students 0.70 for the experimental class and 0.31 for control class. Results of hypothesis testing using t test and Mann Whitney (Utes) two independent samples showed that an improved understanding of the concepts and creative thinking skills of students who take the inquiry-based learning is higher than students who take conventional learning. Concluded that there are differences in the increase in understanding of the concept and creative thinking skills significantly between students who take the inquiry-based learning and students who take conventional learning.