KESAN PENGINTEGRASIAN MODEL PEMBELAJARAN INKUIRI 5E DAN KOPERATIF TERHADAP KEMAHIRAN PROSES SAINS TAHAP EMPAT PELAJAR TINGKATAN EMPAT

Abstract

The purpose of this study is to determine the effects of teaching and learning methods based on the 5E Cycle Inquiry Learning Model and the Cooperative Learning Model (5E-CL) on the five constructs of Level Four Science Process Skills (L4SPS), namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning module was developed as a guide for teachers in implementing the 5E-CL method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of the study intervention. The quasi-experimental study was carried out on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) Learning based on the 5E Inquiry Learning Model and Cooperative Learning (5E-CL, n=60), ii) Learning based on the 5E Inquiry Learning Model (P5E, n=60), and iii) Traditional Learning (TrL, n=60) in an urban secondary school in Lawas district, Sarawak. Study data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results of the study showed that there was a statistically significant effect across the three groups of teaching and learning methods [F(2, 176)=31.819, p<0.01]. The results of the study also show that there is a statistically significant effect of the 5E-CL method compared to the 5E and TrL methods on the five L4SPS constructs. As for the effect size, the 5E-CL method as a whole provides a large effect size magnitude compared to the 5E and TrL methods. Overall, the findings of this study prove that the 5E-CL method has positive implications on the mastery of L4SPS among Form Four students.