The application of guided-inquiry-learning to enhance science process skills and student learning outcomes

Abstract

This study aims to identify the increase achieved in science process skills (SPS) and student learning outcomes after the implementation of guided-inquiry learning compared with the lecturing method. The SPS correlation to learning outcomes, along with the responses, was also determined. This study employed the experimental method with pretest posttest design with a control group. The sample of 61 students was selected by purposive sampling technique. The results obtained of the SPS hypothesis test data analysis and learning outcomes were tcount of 2.838 and 4.863>2.001 ttable, which means there are differences in SPS and learning outcomes of students between the group treated with guided-inquiry learning and that treated with lecturing method. There is a correlation between SPS and learning outcomes, as evidenced by tcount 3.12>2.04 ttable at the value of r2 0.509 in the medium category. Then, the students’ and teachers’ response with “yes” answers obtained a percentage of 87.22 (interested) and 100 (highly interested). It can be concluded that SPS and learning outcomes using guidedinquiry strategies are better than lecturing method; besides, and SPS method has a positive impact on student learning outcomes, and the students responded positively to the implementation of guided-inquiry learning.