The effectiveness of inquiry-based learning on computational thinking skills and self-efficacy of high school students

Abstract

The aim of this research was to investigate the effectiveness of Inquiry-Based Learning (IBL) on computational thinking skills and self-efficacy of 11th grade students with derivative as the learning topic. The type of this research was quasi experimental research. The population of this research was 191 of 11th grade students in a public high school in Yogyakarta. The sample was 42 students from class XI Natural Science 1 and XI Natural Science 3 which were chosen by random sampling. The data were collected from pre-test and post-test for computational thinking skills and survey for self-efficacy. The results showed that: (1) IBL was effective toward computational thinking skills, (2) IBL was effective toward self-efficacy, (3) scientific learning was effective toward computational thinking skills, (4) scientific learning was effective toward self-efficacy, (5) IBL was not more effective than Scientific Learning toward computational thinking skills, (6) IBL was more effective than Scientific Learning toward self-efficacy. IBL failed to become learning model that was more effective than scientific learning toward computational thinking skills because of the failure in developing asking skills, but succeed to be more effective than scientific learning on improving self-efficacy because IBL provided more diverse sources of self-efficacy.