Impact of guided inquiry and problem based learning models on science process skills

Abstract

The study aimed to compare experiment-based guided inquiry learning (EBGIL) and experimental problem-based learning (EPBL) models to improve the Science Process Skills (SPS) of high school students in the city of Banda Aceh, Indonesia. The study used a quantitative approach, a quasi-experimental method, and its implementation with comparative techniques. The target population in this study were all high school students in the city of Banda Aceh, while the sample was randomly selected as many as 31 students for the group taught by the EPBL method and the EBGIL method. Data collection instruments were developed by researchers, including SPS tests, concept understanding tests, and student response questionnaires. The validity of the instrument is carried out by 2 lecturers and 2 high school teachers—data analysis using N-gain, normality test, homogeneity test, and t-test. Based on the results of data analysis, it was found that there were significant differences in the increase in SPS between students in the EBGIL group and the EPBL group. Inference from the results of this research is expected by teachers to be willing and able to use the EBGIL method in an effort to improve SPS and understanding wave concepts.