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"This research investigated the rule of inquiry and ccoperative learning strategy towards the increase of the cognitive achievement."

"Biology courses in senior high school can play an important role in the effort to improve the student critical thinking skill. This study has been carried out to develope the instructional sets called PPBI and to evaluate its implementation effects on the critical thinking skill of the tenth grade student. The PPBI was developed according to the Dick & Carey model’s. The quasi experimental research was conducted as a factorial design and the data analysed using Anacova. The results show that student who learn using PPBI obtained better scores on critical thinking skills, student who learn through STAD cooperative strategy has higher scores of critical thinking skill than the TGTs student, and there were no significant effects of the interaction of the instructional sets with the type of cooperative strategies on student critical thinking skills. In conclusion, the implementation of PPBI gave significant contribution to the developement of student critical thinking skills."

"The objective of this research were to analyze and describe the effect of inquiry, learning community, and entry behavior toward cognitive achievement of Senior High School Students of Bengkulu. The research showed that: (1) there was no difference of students’ cognitive learning achievement with CTL through inquiry level 1 and level 2 strategy and (2) there was a difference of students’ cognitive learning achievement with CTL through intended learning community and extended learning community. The result with LSD test revealed that, students’ cognitive learning achievement with CTL through extended learning community was better than those with intended learning community"

"The objective of this research was to know: the effect of learning strategy, academic ability, as well as the interaction of learning strategy and academic ability on metacognitive ability and learning outcome. The statistic analysis used were Anacova and LSD. Learning strategy process consistency test was similarity test of regression equation. The conclusion of the research were: (1) learning strategy didn’t affect metacognitive ability, (2) learning strategy affected cognitive learning outcome, in this case multistrategy was the most constructive. (3) academic ability didn’t affect metacognition and cognitive learning outcome, (4) the interaction of learning strategy and academic ability did not affect metacognitive ability, but the best interaction was PBMP combine with Script with and academic ability, and (5) the interaction of learning strategy and academic ability did not affect cognitive learning outcome, but the best interaction was PBMP combine with TPS and low academic ability."

"This research investigated the role of inquiry and cooperative leraning strategy towards the increase of the cognitive achievent. Quasi experimental research of Pretest - postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester of 2006/2007 on X grade student of the state Senior High School in Metro City Lampung...."

"Aim of research is to findout the effect nquiry teaching method and learning creativity on knowledge about environment. Inquiry learning methods divided into two types, such free inquiry methods and guided inquiry methods, and learning creativity which spread to higher learning creativity and lower learning creativity. Sample on experiment about 48 students. The result shows that first, knowledge about environment not different between the free inquiry learning and the guided inquiry learning method. F = 0,773 (p>0,01). Second, there is different students's knowledge about environment between students who applied free inquiry learning methods to students who applied guided inquiry learning methods to students who have high study creativity. F = 9,467 (p<0,01.) Third, students knowledge about environment significantly different between students who applied free inquiry learning methods to students who applied guided inquiry learnng methods to students who have low creativity. F = 9.467 (p<0,01), Fourth, there is interaction between inquiry methods and study creativity on students's knowledge about environment, F= 4,062 (p<0,01)."