Guided Inquiry Learning Model Research Articles

Improvement of System Thinking Skills on Excretory System Subject

Background: System thinking skills are a learning process that improves system thinking or systematic thinking in students. The purpose of this study was to determine the increase in Systems Thinking Skills (KBS) by using the Guided Inquiry Learning Model on Human Excretion System Material for class XII MIPA students in a school in Subang. Methods: This research method uses quantitative research with a quasy experimental design. Results: The results of the analysis of the increase or N-gain obtained by system thinking skills (KBS) using the guided inquiry model show that there are five categories of high system thinking skills (KBS) indicators, namely the fourth indicator analyzes disorders of the excretory system organs of 0.5472, and the indicator that the lowest, namely the second indicator examines the four functions of the excretory system of 0.0220. Conclusion: Thus it can be concluded that there is a positive influence of the Guided Inquiry Learning Model on Systems Thinking Skills (KBS) in Excretion System Material for Class XI MIPA Students in Subang Regency. Keywords : Guided Inquiry; Systems Thinking Skills; Learning model

Keefektifan Model Pembelajaran Inkuri Terbimbing Berbantuan Video Animasi terhadap Hasil Belajar IPA Kelas V

This study aims to describe the differences in science learning outcomes between students who received the guided inquiry learning model assisted by video animation and students who received the guided inquiry learning model on the concept of heat transfer. The type of research used is a quasi-experimental with Nonequivalent Control Group Design. The population of this study are all fifth grade elementary school students in Gugus Pangeran Diponegoro, Warungasem District, for the 2022/2023 academic year. The class that became the research sample was class V at SDN Sawahjoho 01 and SDN Pesaren 01. Data were collected by observation and test techniques and then tested using the Independent Sample T-Test assisted by the SPSS program with a significance level of 0.05 or 5%. The results showed that in the aspect of scientific attitude, the significance value of the t-test was 0.04 <0.05 while in the knowledge aspect the significance value of the t-test was 0.005 <0.05 and in the process skills aspect, the significance value of the t-test was 0.012 < 0.05. This means that there are significant differences in science learning outcomes in terms of scientific attitudes, knowledge, and processing skills between students who receive the guided inquiry learning model assisted by animated videos and students who receive the guided inquiry learning model. It can be concluded that the guided inquiry learning model assisted by video animation is effective for science learning outcomes.

Use of Guided Inquiry Learning Model Assisted by Audio-Visual Media to Increase Student HOTS

One of the ways to improve Human Resources is to familiarize yourself with forming a culture of high-level critical thinking with skills (HOTS) in the learning process. Therefore, in the process of learning biology, a strategy is needed that is able to make students master learning concepts well. This study aims to determine the influence and response of students on the use of guided inquiry learning models on students' critical thinking skills. The samples in this study were 28 students in the third semester of classes A and B of the biochemistry course program. Data collection techniques are carried out using observation sheets and questionnaire sheets. The method used in the study is quantitative descriptive statistics. Based on the analysis results, it shows that the use of guided inquiry learning models assisted by audio-visual media positively influences students' critical thinking ability with a percentage of 93% (Very good). Supported by positive student responses to the use of guided inquiry learning models assisted by audio-visual media with a rate of 95% (Perfect). Abstrak Salah satu untuk meningkatkan Sumber Daya Manusia adalah dengan membiasakan untuk membentuk budaya berpikir kritis tingkat tinggi dengan ketrampilan (HOTS) dalam proses pembelajaran. Oleh karena itu dalam proses pembelajaran biologi dibutuhkan suatu strategi yang mampu membuat mahasiswa dapat menguasai konsep pembelajaran dengan baik. Penelitian ini bertujuan untuk mengetahui pengaruh dan respon mahasiswa terhadap penggunaan model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis mahasiswa. Sampel dalam penelitian ini adalah mahasiswa semester III kelas A dan B program mata kuliah biokimia sebanyak 28 orang. Teknik pengumpulan data yang dilakukan menggunakan lembar observasi dan lembar angket. Metode yang digunakan dalam penelitian adalah statistik deskriptif kuantitatif. Berdasarkan hasil analisis menunjukan bahwa penggunaan model pembelajaran inkuiri terbimbing berbantuan media audio-visual mendapatkan pengaruh yang positif terhadap kemampuan berpikir kritis mahasiswa dengan presentase 93% (Baik sekali). Didukung oleh respon mahasiswa yang positif terhadap penggunaan model pembelajaran inkuiri terbimbing berbantuan media audio-visual dengan presentase 95% (Baik sekali).

Guided Inquiry Learning: How to Improve Students' Argumentation Abilities in Science Learning?

A big challenge for educators in carrying out learning that has undergone drastic changes. During the pandemic, learning activities carried out online were again carried out offline. This learning adaptation has a considerable impact on learning outcomes. Students have difficulty understanding chemical concepts and are passive in giving opinions in learning so it is difficult to integrate knowledge. During online learning activities, student learning resources are still focused on abstract concepts and books provided. The purpose of this study was to improve students' argumentation skills on chemistry in interpreting the knowledge obtained with the guided inquiry learning model. This type of research is a descriptive research with a quantitative approach. Data collection techniques used observation, argumentation ability tests, and documentation. The data obtained were analyzed using quantitative analysis techniques. Based on the results of the study, it showed that students were able to make claims but had difficulty presenting data and proving evidence. Students' initial argumentation abilities can be a reference for educators to determine future learning activities, with the hope that learning is designed not only to focus on achieving conceptual understanding but to develop students' argumentation abilities.

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan LKS Terhadap Kemampuan Berpikir Kritis Siswa Kelas X SMAK Setia Bakti Ruteng

This study aims to determine the effeck of the guided iquiry learning model assisted by LKS on student’s critical thinking skills. This research subjects were students of class X IIS 2 dan X IIS 4. The result of the halp of SPSS for windows thorough the Mann Whiney test. The results of the hypothesis test show that thevalue of sig (2 table) is < 0,05 so that H0 is rejected and H1 is accepted. This mean that there is an influence of the guided inquiry learning model assisted by LKS on the by critical thinking skills of X IIS students at SMAK Setia Bakti Ruteng the N-gain result for the eksperimental clas is 0,80 with the high category while the control class is 0,70 with the medium category. This shows thet there is an influence with the guided inquiry learning model assisted by LKS.

Maximizing Science Learning in Elementary Students: Guided Inquiry Unleashed

This experimental quantitative study investigates the impact of guided inquiry learning on the learning outcomes of students in class VA at SDN Katerungan Krian. Employing a pre-experimental design with a one-group pretest-posttest approach, the research aims to describe and analyze the level of influence of guided inquiry learning. The study population comprises 30 students, and the instrument utilized is a student learning outcomes test sheet. The calculated t-value of 10.624 exceeds the critical t-value of 2.048, signifying a significant influence. Furthermore, the eta squared test yields a value of 0.068, suggesting a moderate effect size (η² = 0.119). Consequently, it can be concluded that the guided inquiry learning model significantly impacts the science learning outcomes of class VA students. These findings have important implications for science education, emphasizing the efficacy of guided inquiry methods in enhancing student learning outcomes.
 Highlights:
 
 Guided inquiry learning positively influences student learning outcomes in science.
 Experimental quantitative research design reveals the impact of guided inquiry learning on student performance.
 The findings emphasize the importance of incorporating guided inquiry methods in elementary science education.
 
 Keywords: Guided inquiry learning, student learning outcomes, experimental quantitative research, science education, elementary students.

Development of Pictorial Riddle-Based Guided Inquiry Model Learning Devices to Improve Students' Problem Solving Ability

This research is in the form of development which aims to produce products in the form of pictorial riddle-based guided inquiry learning tools that are valid, practical, and effective to improve students' problem-solving abilities. The flow of development research stages uses a 4D model consisting of defining, designing, developing, and disseminating. The products developed are Learning Implementation Plans, Teaching Materials, Student Worksheets, Learning Media, and problem-solving ability test instruments. Data collection techniques were carried out through the validation of learning tools by validators, student response questionnaires, observation sheets of learning implementation, and test instruments. The results of the validation of learning tools reach an average validity value of 79.347% with valid criteria. The students' responses obtained a score of > 80% with good criteria and the average learning implementation for three meetings was 3.5 with good criteria. The effectiveness of the developed learning tools can be analyzed by calculating the t-test. Based on calculations using the t-test, the results obtained are tcount > ttable, namely 17.270 > 1.729. The results of the N-gain calculation of students' problem-solving abilities are 0.6075 with moderate criteria. Based on the results of this study, it can be concluded that the guided inquiry learning model based on pictorial riddles to improve students' problem-solving abilities is valid, practical, and effective in learning. Keywords: Guided inquiry models, pictorial riddles, problem solving abilities.

Application of the E-module combined with the Guided Inquiry Learning Model to Increase Student Motivation and Learning Outcomes on the Structure and Function of Plant Tissues

The low learning motivation of students is a classic problem that often occurs in the teaching and learning process and has an impact on learning outcomes. One way that can be used by teachers in solving motivational problems and student learning outcomes is by applying innovative learning media such as e-modules combined with guided inquiry learning models. This study aims to determine differences in learning motivation, differences in increasing learning outcomes and the relationship between motivation and student learning outcomes through the application of e-modules combined with guided inquiry on the material structure and function of plant tissue. This research is quantitative with experimental research methods and research design Pre-test Post-test Control Group Design. The population in this study were 214 students from class XI IPA at SMAN 1 Darul Imarah and SMAN 1 Peukan Bada Aceh Besar. The research sample consisted of 121 students who were divided into two classes, namely the control class and the experimental class. The parameters of this study are the motivation and learning outcomes of students. The instrument for measuring motivation used 36 items of the ARCS motivational questionnaire, while learning outcomes were measured using 40 multiple choice tests. The increase in learning outcomes is calculated by the N-gain formula. Data analysis to see differences in motivation and differences in increasing learning outcomes used Mann Whitney test analysis, while analysis of the relationship between motivation and learning outcomes used Pearson's Product Moment correlation analysis. The results showed that there were differences in students' learning motivation (p <0.05), there were significant differences in increasing learning outcomes (p <0.05), there was a significant relationship between motivation and student learning outcomes. The conclusion of this study is that there are differences in motivation and differences in the increase in student learning outcomes after applying learning using e-modules combined with guided inquiry.

Penerapan Model Inkuiri Terbimbing terhadap Hasil Belajar Siswa Materi Pesawat Sederhana pada Siswa SMP

This research aims to: 1) find out how the application of the guided inquiry learning model to student learning outcomes. 2) analyze the improvement of the guided inquiry learning model on student learning outcomes, and 3) determine the effect of the guided inquiry learning model on student learning outcomes. The type of research used in this study is quasi-experiment, the design used in this study is prestest-postest control group design. This study used an initial test before treatment (prestest) and a final test after treatment (postest). Data collection in this study used test questions in the form of multiple choice. The application of guided inquiry begins with an initial test (prestest) before being given treatment then continued with the learning process on simple aircraft material and after learning a final test (postest) of student learning results is carried out. The results showed that there was an increase in student learning outcomes on average scores after treatment in each class was obtained by 77.66 in the experimental class while in the control class by 72.07. From the average N-Gain value of the experimental class was 0.47 while in the control class 0.37. The average N-Gain score category in both classes is medium. So from the results of the data collected using the t-test at a significant level α = 0.05. From the results of data processing, it turns out that the tcount > table is 2.17>2.00 so that Ho is rejected and Ha is accepted. This study shows that there is a significant influence of guided inquiry learning models on student learning outcomes

Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment

Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH DASAR

The purpose of this study was to determine the increase in students' science learning outcomes through the application of the guided inquiry learning model. This research was conducted at one of the public elementary schools in the Ciracap sub-district, Sukabumi district. This research focuses on VB class students for the 2022/2023 school year. The time of the study was from January 19 to May 30, 2023 with 25 student subjects, consisting of 13 male students and 12 female students. This study used the Kemmis and Mc Taggart classroom action research (CAR) model. This research was conducted in 2 cycles. Each cycle consists of two meetings. Each cycle consists of four stages, namely: (1) planning, (2) action, (3) observation/evaluation, (4) reflection. The data collection method in this study used observation sheets and evaluation tests. The results of this study showed an increase in students' science learning outcomes, in cycle I the average student score was 78 with classical completeness 72% in the sufficient category and in cycle II the average student score increased to 85 with classical completeness 92% in the very good category. Thus it can be concluded that, through the Guided Inquiry learning model it can improve science learning outcomes in class VB students at SD Negeri Pasirgoong, Ciracap District, Sukabumi Regency, Academic Year 2022/2023.

The Urgency of Developing E-Learning Moodle Substance Pressure Topic on Guided Inquiry Learning to Improve Mastery of Scientific Concepts and Communication

Constraints found in science learning in junior high schools lead to low mastery of scientific concepts and communication skills. Therefore, this study aims to describe the early stages of analysis related to urgency as the basis for product development in the form of e-learning moodle in guided inquiry learning to improve mastery of scientific concepts and communication skills on substance pressure material and its application to everyday life. The method used was descriptive research using literature studies, curriculum analysis, needs analysis questionnaires, open interviews with science teachers, and student ability surveys using question instruments. The research subjects comprised 81 students and two junior high school science teachers. Based on the analysis results, it is known that students want a new learning atmosphere that involves several learning media and practicum-based learning. But the reality of learning still uses traditional methods and a single learning resource, namely textbooks. The development of learning media in the form of moodle e-learning with the guided inquiry learning model is expected to assist teachers in facilitating a new, fun learning atmosphere and involving practicum activities to improve students' mastery of concepts and scientific communication skills

Application of Guided Inquiry Learning Strategy on Thematic Learning of Science Material at Madrasah Ibtidaiyah

This study aims to analyze the planning, implementation, and evaluation of the implementation of the Guided Inquiry learning strategy in thematic learning with the theme of Natural Sciences (IPA) at MI Miftahul Ulum III Sumbersari Gumukmas, Jember. The method used is a qualitative approach with the type of field research. Data collection was carried out through observation, interviews, and documentation. Data analysis refers to the interactive model of Miles, Huberman, and Saldana which consists of three stages: data condensation, data presentation, and drawing conclusions. Data validity is obtained through triangulation of techniques, sources, and time. The results of the study indicate that the implementation of the Guided Inquiry learning model in the classroom consists of several stages, namely: (a) Initial Activities, (b) Core Activities, (c) Final Activities, and (d) Learning Evaluation. The implementation of this strategy has proven effective in increasing students' interest in learning, especially in materials about invertebrates, changes in the state of objects, and conductors. The conclusion of this study is that the implementation of the Guided Inquiry strategy has a positive impact on students' interest in learning science in madrasah Ibtidaiyah.

Guided Inquiry Learning Model Using Scientific Argumentation Activities to Improve Concept Understanding on Optical and Light

Problem-solving ability, as one of the most important skills in the 21st century, must be improved to face the various challenges that exist. This is because solving problems requires mastery of the concepts underlying them. One learning model that can improve conceptual understanding is guided inquiry using scientific argumentation activities. This study aims to analyze the effectiveness of the guided inquiry learning model using scientific argumentation activities to improve junior high school students' conceptual understanding. This quasi-experimental study used a non-equivalent control group design. The results of data analysis using the Wilcoxon test showed that there were significant differences in the pretest and posttest of each class before and after treatment. The results of the Mann-Whitney test at the pretest showed that there was no significant difference, while the posttest showed that there were significant differences between the control class and the experimental class. The results of the N-Gain test in the experimental class in the high category indicate that the use of guided inquiry with scientific argumentation activities could increase students' conceptual understanding more than in the control class in the medium category. The result of the effect size test showed that the use of guided inquiry with scientific argumentation activities has a moderate effect on students' understanding of concepts.

Application of the Guided Inquiry Learning Model to Improve Student Creativity and Activeness in the Teaching and Learning Process Biology Education Study Program

One of the qualities of learning is determined by the learning process. Therefore, the accuracy of the teacher is required in diagnosing and determining appropriate learning strategies in the classroom. This research is classroom-in-action research carried out for 1 semester with the aim of increasing student creativity and activeness in the learning process in basic biology courses. The techniques and instruments used are, Observation, Test using an evaluation sheet. In addition, several students will be interviewed to confirm the data that has been obtained. Data analysis was carried out in a quantitative descriptive manner, and the results of the interviews will be explained according to the facts found. The results of the study with indicators of the success of this study, namely 75% of the guided inquiry model were carried out well and students completed classically. The results showed that the implementation of the guided inquiry model was in the well-implemented category, creativity, and learning outcomes increased by 80% from cycle I to cycle II. Based on the results and discussion of the research, it can be concluded that the guided inquiry learning model can increase creativity and student learning outcomes in basic biology courses

The Effect of Lesson Study for Learning Community Based Guided Inquiry Learning Model on Salt Hydrolysis Material on Student Learning Outcomes of SMAN 10 Padang

The selection of learning models that have not been carried out optimally by educators so that a learning system is needed that supports this learning model. One learning system that can be applied is a lesson study-based learning system for learning communities. The key to the implementation of lesson study for learning community is in the reflection (see) stage so that the learning process has increased and has an impact on increasing teacher competence and improving student learning outcomes. The purpose of this study was to reveal the effect of the guided inquiry learning model based on lesson study for learning community on salt hydrolysis material on student learning outcomes of SMAN 10 Padang. This research is a quasi-experimental in the form of nonequivalent control group design. The analysis carried out obtained the results of data that were normally distributed and the variance was homogeneous so that it fulfilled the requirements of the t-test and obtained a sig(2-tailed) value of 0.001 < 0.05. Based on data analysis, it was concluded that the guided inquiry learning model based on lesson study for learning community on salt hydrolysis material has a significant effect on student learning outcomes.

The Effect of Guided Inquiry Learning Model on Critical Thinking Skills and Science Learning Outcomes of Elementary School Students

This study aims to analyze the effect of the Guided Inquiry learning model on students' critical thinking skills and science learning outcomes. The type of research used is quasi-experimental research with nonequivalent control group design. The sampling technique is a saturated sample, namely fifth grade students of public elementary school 9 West Bangkala, Jeneponto Regency, totaling 56 students. Research data were analyzed through descriptive analysis and inferential analysis using SPSS 22. Based on the results of the study it can be concluded that the use of guided inquiry learning models can improve critical thinking skills and student learning outcomes compared to those without using the guided inquiry learning model. The results of the study using the inquiry learning model had an effect on critical thinking skills and science learning outcomes for fifth grade students of public elementary school 9 Bangkala Barat, Jeneponto Regency.

Physics Learning Using Guided Inquiry Models Based on Virtual Laboratories and Real Laboratories to Improve Learning

The lack of teacher creativity in testing various learning models and methods makes a significant contribution to the stigma of boredom and boredom in studying physics. The right learning model is needed so that it can help students improve learning outcomes, especially learning physics. The purpose of this study was to analyze the influence the experimental method combined with the virtual and real experiment-based guided inquiry learning model had on the physics learning outcomes. The research samples were class XI IPA 1 (32 people) for the experimental group and class XI IPA 2 (32 people) for the control group. In this study, the cluster sampling technique used was random sampling. Data collection techniques in research are in the form of learning outcomes test instruments at the beginning (pretest) and at the end of learning (posttest). The data analysis technique used is the normality test and the independent sample t-test. To test the research hypothesis, two similarity tests were used on average using the t test, namely the independent sample t-test or one-way analysis of variance (ANOVA) using the SPSS version 21 program. The result show that the guided inquiry learning model uses virtual laboratories and real laboratories to influence student learning outcomes (0.000 < 0.05). Based on the research results, it can be concluded that virtual and real experiments can improve students' physics learning outcomes, as evidenced by the difference in the average score of students' learning outcomes in the experimental class (87.47) compared to the control class (69.72).

DEVELOPMENT OF GUIDED INQUIRY MODEL OF SCIENCE LEARNING TOOLS TO TRAIN SCIENCE PROCESS SKILLS AND IMPROVE STUDENT LEARNING OUTCOMES

This research aimed to develop science learning materials (lesson plans, student worksheets, student book, and learning achievement test) based on the guided inquiry learning model using the 4D development model to facilitate students' science process skills and improve their learning achievement in environmental pollution. The learning materials were trialed on 35 junior high school students using a one-group pretest-posttest design, and the results were analyzed descriptively using quantitative-qualitative methods. The findings showed that: (1) the learning materials were valid (scored in the valid category of 3.00); (2) the materials were practical, with good implementation (scored in the good category of 3.8), readable worksheets and student books (students found the content and appearance interesting), and a very positive student response (85.6%); and (3) the learning materials were effective, with outstanding student activities in practicing science process skills (scored in the high category of 38.5%), very high student science process skills as shown by the achievement in the student worksheets (scored in the very high category of 3.46), and increased student learning achievement (N-Gain: 0.2-1.0). In conclusion, the science learning materials developed based on the guided inquiry learning model are eligible to facilitate students' science process skills and improve their learning achievement in junior high school.

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media Video Terhadap Pemahaman Konsep Siswa Pada Materi Jamur (Fungi)

Based on the results of observations and interviews with biology teachers at SMA Negeri 5 Palopo, it was found that problems that often occur in the teaching and learning process are students who are less active in learning, so a model and learning media are needed. The guided inquiry learning model assisted by video media is an alternative in increasing students' conceptual understanding of mushrooms (fungi). The type in this study used a Quasi Experiment with a Non-equivalent control group design research design. The population in this study were students of Class X SMA Negeri 5 Palopo. The group that was used as a sample was class XMia1 as the experimental class and class XMia2 as the control class. The instrument in this study used a learning achievement test. Data analysis used descriptive and inferential analysis. Inferential analysis using normality test, homogeneity, and hypothesis test. The results showed that the average pretest score for the experimental class was 40.42, while the posttest average score for the experimental class was 84.00. The average value of the control class pretest was 41.52, while the posttest average value of the control class was 80.39. The hypothesis test shows that (2.37 <0.05), it can be concluded that the use of video-assisted inquiry learning models has an effect on students' understanding of concepts in the Fungi subject.Keywords: Guided Inquiry, Videos, Understanding Concepts