The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

S Nurohman,S Sarwanto,W Sunarno,S Yamtinah

doi:10.15294/jpii.v10i3.30779

S Nurohman, S Sarwanto + Show 2 more

Open Access

https://doi.org/10.15294/jpii.v10i3.30779

Copy DOI

Abstract

Inquiry-based learning has been tested to improve conceptual understanding, reduce misconceptions, and provide students with experiences in scientific work. However, in its implementation, inquiry-based learning is often faced with scientific facts from the real world with data which hard to analyze using traditional methods. Therefore, a breakthrough is needed to overcome the weaknesses of inquiry-based learning by integrating digital analysis tools and the concept of real-world learning. This integration produces a new learning model, the Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI). This study aims to test the feasibility and practicality of the Digita-RI learning model. This Research and Development (R&D) use the steps proposed by Barg and Gall. The feasibility test of the Digita-RI model was carried out through the Focus Group Discussion (FGD) method and the assessment of the Digita-RI model book involving seven experts. The practicality test was carried out through the Think Aloud Protocol (TAP), and the assessment of the Digita-RI model guidebook involved five practitioner lecturers and six students. The results of expert, practitioner, and user assessments were analyzed using the Aiken coefficient (Aiken’s V). The results showed that Digita-RI is a feasible and practical learning model. Therefore, it can be concluded that Digita-RI has the feasibility and practicality to be used in science learning in the classroom.

Highlights

Inquiry-based learning is increasingly popular in science curricula, international research, and various development projects, as well as inclassroom instructional practices (Pedaste et al, 2015)
A literature review is carried out to synthesize which components of the learning model will be used, synthesize inquiry-based learning syntax, and develop a conceptual DigitaRI model
A Digital Analysis Tools-Assisted Real-World Inquiry (Digita-RI) model has been generated by integrating digital analysis tools and real-world learning into inquiry-based learning

Summary

Introduction

Inquiry-based learning is increasingly popular in science curricula, international research, and various development projects, as well as inclassroom instructional practices (Pedaste et al, 2015). A qualitative case study with a pre-test/ post-test design found that inquiry-based learning helps students understand the particulate nature of the matter in the gas phase (van Riesen et al, 2018). Based on the experts’ judgment (Table 6), it seems very clear that the Digita-RI Model is a learning model that has academic feasibility. After experts declare the Digita-RI model feasible, the step is to test its practicality on practitioners (lecturers) and users (students). At this stage, it involved five practitioner lecturers with science education backgrounds and six preservice science students.

Objectives

Methods

Results

Conclusion