Abstract:
The background of this research based on low mathematics achievement of they
because students pay less attention to the teacher in teaching, embarrassed to ask
if not understand, forget the material presented by the teacher, and less active in
the learning process so that they get less opportunity to build learning
experiences in learning. The learning process having done by teachers, just uses a
conventional learning model in presenting the material so that not all students are
interested to pay attention to teachers' explanator. Based on this problem,
researchers deal with the problem by implementing guided inquiry learning model
to achieving optimal learning outcomes and build learning experiences so that
students can be more active with the guidance of a teacher. This study uses
Classroom Action Research (PTK), which is conducted through three cycles and
four stages, that is: (1) planning, (2) action, (3) observation, and (4) reflection.
This study was conducted on 11 to 28 March 2013. The subject of this research is
students from grade four in B class SDN 99 Pekanbaru, which consists of 30
students. Data analysis techniques observation froms of teacher’s activities, and
student activities undertaken during the learning process and test for students'
understanding through daily tests on each cycle. These results indicate that the
application of Guided Inquiry Learning Model Improved Student’s Learning
Outcomes on Mathematics in grade four at B Class in SDN 99 Pekanbaru. It can
be seen from the data that student’s average student on the basis score is 55.67,
daily test in cycle I is 70.83, daily test in cycle II is 76.16, and daily test in cycle
III are 87 students, in which the average of student learning outcomes improved,
so that the classical completeness in the their cycle is 86.67% and student
learning outcomes achieving individual completeness is 26 students.
