Guided Inquiry Method Research Articles

The Analysis of Ecological Awareness of Students of SMK Migas Cepu

The history of petroleum in Cepu, which has not been explored and taught to students, makes students' knowledge of the environment low. This study aims to analyze the extent to which students' knowledge of the environment and ecological awareness possessed by students of SMK Migas Cepu. By using the case study method, the principles of ecological literacy outlined by the researcher in the form of a questionnaire become the basis for knowing students' understanding and awareness of their environment. To provide students with an understanding of the negative impact of oil refineries in relation to fostering attitudes and knowledge of ecology, researchers provide learning the history of petroleum through the guided inquiry method with the aim of helping students to bring up character values, namely a caring attitude towards the environment. The resultthat the significance of 0.000 <0.05, it can be concluded that H0 is rejected and H1 is accepted that There is a mean difference between the control and experimental classes. So that dapat disimreport that the questionnaire developed was effective in increasing students' ecological awareness.

The development of students creativity through the implementation of guided inquiry method on sciences

Creativity is an ability that is needed by students as prospective teachers, because students who have high creativity will be able to come up with ideas or concept, find and create something new, and be able to solve problems that arise quickly and accurately. The purpose of this study was to develop student creativity through the guided inquiry method in science. This research was an experimental study with one group post-test research design. The instrument used was the observation sheet and creativity questionnaire. Hypothesis testers use a statistical test (T-test) at a significant level of 5% with normality test prerequisites. The results obtained the T value of 1.747 with df 27. Sig (2-tailed) of 0.039 and T table of 1.703. Based on the calculation results, the calculated T value is greater T table (1,747> 1.703) and sig value 0.039 <0.05, which means that the guided inquiry method can develop student creativity in science.

How Does Guided Inquiry Enhancing Students’ Mathematical Literacy? An Experimental Study for Mathematics Learning

Literacy is often seen as knowing literature. As one of the important goal of education across the world, mathematics literacy focuses on concrete dimension with context and content to be studied. This paper reports an quasi experimental study with one group pretest-posttest design on promoting mathematical literacy through the use of guided inquiry method. A total of 32 secondary school students of class VIII participated as a sample in the study and 192 students as a population. Mathematical literacy of students was measured with essay test. The students’ works were analysed and compared using paired sample t-Test. It was found that the guided inquiry method successfully promote students’ mathematical literacy as indicated by the result of paired sample t-test values of significance (2-tailed) of 0.000 &lt; 0.05. Thus, the guided inquiry can be used as one of alternative method in learning mathematcs to improve students'mathematical literacy.

The Effectiveness of Natural Science Modules Based on Guided Inquiry Method in Elementary School Learning

This research is kind of development research (Research and Development) which aims to determine the effectiveness of natural science modules based on guided inquiry method that is developed. The development of natural science modules use ADDIE theory (Analyze, Design, Development, Implementation, and Evaluation). Analyzing data using descriptive qualitative technique that expressed in students score and score scale category. This development research produces products that meet the eligibility requirements with the results of the validation of the material declared very effectivity and the designer is effective and the linguist is declared suitable at this theory. The results are students give a good response of natural science module based on guided inquiry method while the teacher gives a good response on it and the method is effective.

GUIDED INQUIRY VERSUS LECTURE INSTRUCTIONAL APPROACH: THEIR EFFECTS ON NIGERIAN SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE

This quasi-experimental study sought to determine whether secondary school students taught history using the guided inquiry approach would perform better in a post-test than those taught by the expository/lecture approach. It also aimed at finding out the comparative performances of male and female students taught using the guided inquiry instructional approach. Two research questions and two hypotheses were formulated to guide the study. The subjects consisted of 45 senior secondary school students of a secondary school in Imo State, Nigeria. These were randomly assigned to two treatment groups as follows: 20 to the guided inquiry and 25 to the lecture/expository group. The pre-test-post-test control group design was adopted. The experimental (E) group was taught using the guided inquiry method approach while the control (C) group was taught with the lecture/expository method. Efforts were made to control for the extraneous variables. The instrument for data collection was a 50 item History Achievement Test (HAT) which was developed and validated by the researchers. The reliability of the HAT was determined by using the Pearson’s Product Moment Correlation Coefficient Statistic and it yielded and index of 0.78. The study lasted for 4 weeks during which the E at C groups were taught 3 topics of African History using the two methods. After the experimental treatment HAT was administrated to the two groups. Data related to the research questions were analyzed using means and standard deviations while those related to the hypotheses were analyzed using analysis of covariance. The result showed that the group taught by the guided inquiry approach performed significantly better than the control group taught using the lecture/exposition approach. The performances of the students were not influenced by sex as a factor. Article visualizations:

The Method Of The Influence Of Leading Inquiry Learning On Student Learning Outcomes In Ecosystem Main Materials

The inquiry learning method in its development has a role in education in schools. In its implementation, the learning method for incuri plays a role for both teachers and students in the learning process, because the incuri method focuses on the activity of students in the learning process, while the teacher as a facilitator and mitivator when the learning process begins.The method used was Quasi Experiment with the Nonequeivalent Contol Group Design. This research was conducted at MT Agung Bandar Agung, East Lampung. In this study consisted of two groups namely the experimental and control groups. Learning outcomes instruments are in the form of a multiple choice form test that has been tested for validity, reliability and distinguishing features and the degree of difficulty. Data analysis using t-test on significance level of 0.05 can be seen from t table&gt; t table.The results of the study revealed that, the learning outcomes of students after using the guided inquiry method was "significant" with an average final test of 84.83. While the learning process without using the guided inquiry method has a "less significant" qualification of 59.16. The t-test for the value of the final test obtained tcount&gt; t table is 10.067&gt; 1.658 at a significant level of 5% or 0.05. This is according to the t-test criteria which means that Ho is rejected and H1 is accepted. From this study it can be concluded that the learning outcomes of students who use guided inquiry methods have a positive effect on learning outcomes in the subject matter of the ecosystem.

The Mathematical Connection Ability of Junior High School Student’s Through The Scientific Approach and Guided Inquiry Method

This study used the pre-test post-disigned quasi-experimental method. The purpose of this study was to find out the achievement and improvement of mathematical connection ability of students whose learning using the scientific approach and guided inquiry method was better than those using the scientific approach only. This research was conducted at the junior high school level. The instrument used in this study was a test of mathematical connection ability. The results showed that learning using the scientific approach and guided inquiry method was better than those using the scientific approach only in improving students mathematical connection ability, both from the significance of t-test posttest 0.017 and from the results of the t-test n-gain significance of 0.024. For the difficulty of solving the problem of experimental class mathematical connection ability lies in the percentage of questions number 6 which is 46.9% with indicators applying the relationship of mathematics to everyday problems, while the percentage of achievement in the control class is very low in question number 5 is 46.1% with indicators look for the relationship of one procedure to another in equivalent representations. Learning using the scientific approach and guided inquiry method makes creative students associate concepts or mathematical procedures appropriately.

The effectiveness of Lectora Inspire media assisted guided inquiry method on the students’ critical thinking skill in the science nature: a case study at gugus Diponegoro elementary schools Semarang

Lack of participation and motivation of the students in the learning process is characterized by many inactive students in science learning activities such as no tasks during the learning process. Lectora Inspire is able to create online training courses, assessments, and presentations quickly, effectively, and efficiently. This study aims to determine the effectiveness of media-assisted Lectora Inspire guided inquiry method of the critical thinking skills of students who applied in science subjects in elementary class V Diponegoro cluster, Semarang. The technique used in this research is the experimental method. This study design using by the right experimental design of pretest-posttest control design. The research data in the form of learning outcomes fifth-grade students at three elementary schools in the city, with a total number of 60 students on calculations for comparative testing an experimental class problem-solving ability by media treatment Lectora Inspire assisted guided inquiry method to control class with the conventional model. This means there is an increase. Further calculations were made using two test samples separated or comparisons. Thus, it could be concluded that the students’ critical thinking skills in the classroom of material water cycle experiment better than the control class.

The Guided Inquiry Method on Learning Science for Children with Hearing Impairment

A guided inquiry method emphasizes the process of searching for and finding the answers to the problem. The purpose of this method is to help students to develop intellectual discipline, use smartphones to facilitate the delivery of material that cannot be explained by theory alone but it needs illustrations. This study uses the quantitative method of one group pretest posttest. Data collection is conducted by observation and interview, then analyzed with Wilcoxon. The results of this study indicated that the value before treatment was 38.14 and after giving the treatment was 83. The conclusion is that there is effect of using the guided inquiry method through the use of smartphones on the outcomes of learning science.

Penerapan Metode Inkuiri Untuk Meningkatkan Kemampuan Komunikasi Matematik Siswa SMP di Kabupaten Cianjur

This research was conducted at one private school in Cianjur Regency. The population in this study were all students in junior high schools in Cianjur. The sample in this study were eighth grade students of one of the junior high schools in Cianjur. from all the VIII classes, two classes were randomly selected to be the research sample. then from the two classes one class was chosen as the experimental class which was taught by the guided Inquiry method while the other class was used as a control class that received the usual learning treatment. The instruments used in this study took the form of a description of as many as five question numbers which included questions about students' mathematical communication skills. The method used in this study is a quasi-experimental method. In the study there are two groups, namely the control class and the experimental class. The experimental class was treated with the guided inquiry method and the control class gained conventional learning. To measure the ability of students' mathematical problems, the experimental class group and the control class are given a pretest before the learning treatment and posttest as difficult as the learning treatment. Based on the posttest data analysis shows that there are significant differences in mathematical communication skills where the mathematical creative thinking ability of students with the use of inquiry methods is better than conventional learning classes. This is because the steps of the inquiry method allow students to have enough time to assimilate and accommodate any relevant information so as to broaden and deepen students' understanding of the material being studied.

ANALISIS HUBUNGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF CONFIDENCE SISWA SMP

This study aims to analyze the achievement and improvement of problem solving skills of junior high school students through the application of guided inquiry method. This research is an experimental research with research design in the form of pretest-posttest Control Group Design, which is design of pretest-posttest control group involving two groups and sampling is done randomly class. Population in this research is all students in one of junior high school in Sukabumi Regency. The sample in this research is the students of class VIII SMPN 1 Sukaraja which has population characteristics. From all the existing classes VIII, two classes were chosen randomly to be sampled. The instrument used is the test of mathematical problem solving ability. Based on the result of the research, it can be concluded that the achievement of the problem solving ability of mathematical students in learning using guided inquiry method is better than the students who use ordinary learning. Then the improvement of students' mathematical problem solving skills in the learning using guided inquiry method is better than the students who use ordinary learning

PENGARUH METODE INKUIRI TERBIMBING TERHADAP KEMAMPUAN PENALARAN DAN SELF CONFIDENCE SISWA SMP

This study aims to examine the achievement of mathematical reasoning ability and self confidence of MTs students using guided inquiry method compared with using ordinary learning. The method used in this study is a quasi-experimental method, with a pretest and postes experimental-control group design. The population in this study is all MTs students in West Bandung regency, while the sample of the research is as much as two classes are selected to be experimental class and control class. The experimental class gained learning by guided inquiry method and the control class gained regular learning. The instrument used is a matter of reasoning ability test and non test self confidence matter. Data of research result are tested and analyzed quantitatively by using statistical test (t test). The conclusions obtained are as follows: 1) students' mathematical reasoning ability that obtains learning with guided inquiry method is better than students who gain ordinary learning; 2) the ability of self confidence students who gain learning with guided inquiry method is better than students who get regular learning.

The effectiveness of module based on guided inquiry method to improve students’ logical thinking ability

The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.

The Evaluation of Higher Order Thinking Skills Assessment of Special Needs Education Students with Guided Inquiry Method

The competencies that have to be achieved by the Special Needs Education students of FKIP Lambung Mangkurat UniversityBanjarmasin with the enactment of curriculum based on KKNI are to develop science and technology, skills, attitude and behavior as professional education teachers. Guided inquiry study method gives the opportunity to Special Needs Education students to be actively involved in solving the problem. The aims of the research are (1) to understand about guided inquiry learning method, lecturers’ needs for HOTS level assessment instrument (antecedent phase). (2) to analyze learning implementation and students’learning difficulties (transaction phase), and (3) to know about students’ ability on HOTS level assessment (outcome phase). This research used descriptive method with Stake’s evaluation model. The research was conducted in the special needs education program of FKIP Lambung Mangkurat University Banjarmasin, with the subject of 50 students and 2 lecturers. Questionnaires were used as data collection. The results: (1) the lecturers have understood the guided inquiry method, but the learning implementation is still concentrated to the lecturers, the students are passive (2) in arranging assessment, the lecturers have not fully used the case study model to reach HOTS level, and (3) the students’ ability in completing assessment in high level (27%), moderate (42%) and low (31%). The conclusions are the lecturers have not been able to implement the real learning inquiry. It is required to review the questions together and train the students to be active so that they are able to accomplish the assessment with HOTS level.

PENERAPAN PEMBELAJARAN INKUIRI TERMBIMBING UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN PROSES SAINS PADA MATERI CIRI-CIRI MAKHLUK HIDUP DI KELAS VII MTsN RUKOH BANDA ACEH

An experimental study on the implementation of guided inquiry learning method to improve students’ understanding and science processing skills in the concept of characteristics of organism has been conducted at MTsN Rukoh Banda Aceh in class VII. The aims of this study were (1) to determine the understanding of the concept of characteristics of living things through the application of guided inquiry learning, (2) to find out the improvement of students’ science processing skills in the concept of characteristics of living things by using guided inquiry learning, and (3) to determine the difference of understanding enhancement of the concept among the students who get guided inquiry learning. The data were analyzed by using SPSS 16.0 for Windows. The results showed that (1) there was an improvement of understanding of the concept in the experimental class with an average value was 61.95, while the control class was 35.70 with the difference was 26.25 and (2) the observation of teachers' activities showed that the interactions of teachers and students developed better compared to conventional learning. It can be concluded that (1) there was a significant difference between the application of guided inquiry method and conventional methods to increase students 'understanding of concepts (2) there was an increasing of students’ understanding of the concept and science processing skills through the implementation of guided inquiry learning.

Transforming the General Chemistry Program at a Large Research University

The University of Central Florida has one of the largest student populations in the United States and offers many freshman chemistry laboratory courses taught by graduate teaching assistants (GTAs) every semester. As is the case with many U.S. institutions, assumptions were made that Chemistry Department GTAs enter the program with knowledge of teaching effectively and that they have retained the necessary chemistry knowledge to teach their assigned courses. Additionally, the courses were taught as verification style laboratories which encouraged a passive learning environment, and did not promote critical thinking for GTAs or students. A transformation project of the second semester Freshman Chemistry Laboratory instruction was initiated in 2011 with a focus on not only improving the learning experience for the undergraduate students but also providing long-term training in teaching methods and professional development for GTAs. The vision driving this change is that the faculty members in charge of these courses have two populations of students for whom they are responsible: the undergraduates taking the laboratory course and GTAs teaching the course. The transformation began with testing a guided-inquiry method of teaching in the laboratories. With successful results from the initial tests, further implementation of this teaching method continued. Pre-semester GTA training has been developed and successfully implemented. This training is further supported by weekly meetings with the GTAs assigned to teaching the maximum of 26 sections of the course. This presentation will cover the entire process of this transformation and the observations of the successes and challenges of various components.

"On the job" learning: A bioinformatics course incorporating undergraduates in actual research projects and manuscript submissions.

The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course to help alleviate this constraint. Remarkably, in addition to equipping our undergraduates with an informatic toolset, we found our course design helped prepare our students for collaborative research careers in unexpected ways. Instead of simply offering a traditional lecture- or laboratory-based course, we chose a guided inquiry method, where an instructor-selected research question is examined by students in a collaborative analysis with students contributing to experimental design, data collection, and manuscript reporting. While students learn the skills needed to conduct bioinformatic research throughout all sections of the course, importantly, students also gain experience in working as a team and develop important communication skills through working with their partner and the class as a whole, and by contributing to an original research article. Remarkably, in its first three semesters, this novel computational genetics course has generated 45 undergraduate authorships across three peer-reviewed articles. More importantly, the students that took this course acquired a positive research experience, newfound informatics technical proficiency, unprecedented familiarity with manuscript preparation, and an earned sense of achievement. Although this course deals with analyses of genetic systems, we suggest the basic concept of integrating actual research projects into a 16-week undergraduate course could be applied to numerous other research-active academic fields.

The Heuristic Method, Precursor of Guided Inquiry: Henry Armstrong and British Girls’ Schools, 1890–1920

Though guided-inquiry learning, discovery learning, student-centered learning, and problem-based learning are commonly believed to be recent new approaches to the teaching of chemistry, in fact, the concept dates back to the late 19th century. Here, we will show that it was the British chemist, Henry Armstrong, who pioneered this technique, calling it the heuristic method of instruction. It became widely used in Britain (and Japan), especially in British girls’ schools. Here, we trace the origin, success, and later decline of the application of heurism to chemistry laboratory teaching in Britain and highlight the role of women chemistry teachers. Finally, we briefly review the independent development of the guided-inquiry method for chemistry laboratory work in the United States.

Ability and Location Differences in the Effects of Guided Inquiry on Nigerian Students’ Achievement in Social Studies Curriculum

In line with global challenges, the education system in Nigeria is advocating a shift from teacher to studentcentered instructional methods such as Guided Inquiry. This study sought to examine the effects of the guided inquiry method (GIM) on students’ achievement in Social Studies curriculum in Anambra State relative to location and ability. It was guided by two research questions and two null hypotheses. The study was a quasi experimental design. Sample involved 160 JSS III Social Studies students selected through stratified random sampling technique from four randomly drawn secondary schools in Anambra State. A 20item Social Studies Test was used to collect pre-test and post-test data for the study. The data obtained from the students were analysed using mean scores, standard deviation, t-test and the analysis of co-variance. Findings indicated that there were significant improvements in the mean scores of high and low ability learners in urban and rural school locations taught Social Studies with the Guided Inquiry method. This implies that irrespective of ability and school location, the guided inquiry method is more effective in raising students’ achievement in selected concepts of Social Studies curriculum more than the lecture method. Based on these findings, it was recommended among other things that in order to enhance students’ learning in Social Studies, new activity-based instructional strategies such as GIM should be adopted in secondary schools especially in teaching the subject to Junior secondary school students irrespective of their ability levels and school location.

Effects of Guided Inquiry Method on Secondary School Students’ Performance in Social Studies Curriculum in Anambra State, Nigeria

Effects of Guided Inquiry Method on Secondary School Students’ Performance in Social Studies Curriculum in Anambra State, Nigeria