Journal article
Pensa: Jurnal Pendidikan Sains
• 2014

This research aims to verify the difference of student concept mastery and thinking ability between the implementation strategy of student question and teacher question. Type of this research was pre-experimental research, with using two classes as research targets they were classroom VII-H and VII-I SMP Negeri 4 Kediri academic year 2013-2014 which had 32 students. Research planning used was pretest and posttest design. Research performed in two lessons. Formerly, students were given pretest and posttest at the end of learning process to measure the concept mastery and thinking ability of students. Based on result of research and data analysis, known that students concept mastery of student question classroom had individual mean 86.88 and classical completeness 100%; while at teacher question classroom had individual mean 83.13 and classical completeness 90.63%. Students thinking ability of student question classroom had mean 13.72, while at teacher question classroom had mean 13.47. Based on normality test concept mastery of student question classroom obtained normal distribution classroom with χcalculation < χtable (7.67<12.6) and at teacher question classroom distributed normally with χcalculation < χtable (4.68<12.6) with α=0.05. Normality test for thinking ability at student question classroom obtained normal distribution with χcalculation < χtable (7.04<11.1) and at teacher question classroom normally distributed χcalculation < χtable (3.01<11.1) with α=0.05. Based on two samples t-test, concept mastery obtained tcalculation < ttable (=0.05), with tcalculation 0.26 and ttable 1.98, while two samples t-test of students thinking ability obtained tcalculation < ttable (a=0.05), with tcalculation 0.08 and ttable 1.98. Based on two samples t-test shows both of student question strategy and teacher question strategy had no difference. This is shows that the implementation of student question strategy Vs teacher question strategy not affected in learning process. The observation result shows that the implementation of student question strategy and teacher question strategy had been managed as syntax with very good category (85.8% and 89.3). Based on questionnaire result known that student of classroom student question gave positive response on conducted instruction with very good criteria (94.7%) and at classroom teacher question gave positive response on conducted instruction with criteria very good (90.4%). This is shows that no effect of the implementation of student question strategy Vs teacher question strategy on concept mastery and student thinking ability. Keywords: Student Question, Teacher Question, Concept Mastery, Thinking Ability.