Guided Inquiry Model Research Articles

Efektifitas Perangkat Pembelajaran Fisika Model Inkuiri Terbimbing Berbantuan Laboratorium Virtual untuk Meningkatkan Keterampilan Berpikir Kreatif Peserta Didik

This study aims to determine the effectiveness of guided inquiry learning models assisted by virtual laboratories to improve students' creative thinking skills. This type of research is Research and Development (R&D) with a 4D model consisting of Define, Design, Develop, and Disseminate. Products developed in the form of a syllabus, online learning implementation plans, student worksheets, and creative thinking skills test instruments. effectiveness obtained from limited trials to get the N-gain score. The results showed an increase in the value of creative thinking skills with the greatest increase in the flexibility indicator of 0.64 in the medium category. So it can be concluded that the guided inquiry model physics learning device assisted by a virtual laboratory is effective for improving the creative thinking skills of students, especially on indicators of flexibility.

Analysis of Validation Development Science Learning Tools using Guided Inquiry Model Assisted by Real Media to Improve the Understanding Concepts and Science Process Skills of Students

Development of natural science learning tools with guided inquiry model assisted by real media to improve students' mastery of science process concepts and skills has been successfully carried out. The purpose of this development is to produce a science learning tool guided Inquiry model assisted by valid real media. The development of these tools uses the 4D model (define, design, develop, and disseminate). Science learning tools developed in the form of syllabus, lesson plan implementation, student worksheets, science process skills instruments, and students' mastery of concepts. The results showed that the device validation process developed with the guided inquiry learning model fulfilled the content validation and construct validation. This suggests that it has produced a very valid device

Pengaruh Keterampilan Proses Sains Melalui Model Inkuiri Terbimbing terhadap Hasil Belajar Siswa pada Materi Larutan Asam Basa

Chemistry learning has so far emphasized macroscopic and symbolic aspects as a result of misconceptions and students' low understanding of chemistry. This study aims to determine the influence of science process skill through guided inquiry model on student learning outcomes on acidic-basicsolution topic. The type of research is experimental research with Posttest-Only Control Design. Sampling was done by using Purposive Sampling technique. The sample of research for the experimental class and control class were 31 students, respectively. Data collection using objective test as an instrument that contains test about acidic acid material. Data analysis technique used to test the research hypothesis is t-test. Based on the statistical results obtained the average value of post-test experimental class is 58.55 while for the control class the average post-test value is 39.68. Result of data analysis for learning result show that in significant level 0,05 obtained tcount> t table (6,22> 1,671), then H0 rejected or accepted H1. Thus it can be concluded that there is the influence of process skills of science through guided inquiry model on student learning outcomes on acidic acid solution materials.The positive effects are also discussed in this study.

Enhancing students’ learning outcomes using guided inquiry learning model

This study aims to find out the enhancement of students’ performance and motivation using guided inquiry model in High School 2 Bandar, Simalungun. The methodology used is classroom action research with quantitative and qualitative approach. This study also used pretest and posttest as data collection which done in two cycle. The result showed that guided inquiry model could increase students’ performance and learning outcomes. The enhancement can be seen from (a) their average psychomotor score in the end of first cycle for 63 to be 71 in the second cycle; (b) their affective score that increased from zero to 19% in second cycle; (c) their high response toward guided inquiry model which showed that half of the students had very positive response and the other half had positive response. The analysis of students’ cognitive study obtained through pretest and posttest had average score in first cycle for 73 and increase to 76 in second cycle. Therefore, the guided inquiry learning model can increase students’ performance and learning outcomes.

Studi Meta-Analisis Model Pembelajaran Inquiry Terbimbing dalam Pembelajaran Fisika

This study aims to analyze the influence of the guided inquiry learning model in physics learning through the overall effect size, based on the dependent variable and region. This research uses a descriptive method with a meta-analysis approach to the results of scientific research publications in national electronic journals. There are 11 national journals that fit the research category. The results showed that overall learning using the guided inquiry model could improve students' physics learning outcomes with the effect size of 0.487 from the control group. Meanwhile, based on the distribution of regions in Indonesia, an average effect size of 0.527 is obtained and based on the dependent variable an effect size is obtained of 0.425. These three results indicate a large effect size guided inquiry learning model in physics learning. This shows that the guided inquiry learning model can provide a more effective effect and is suitable for use in learning physics.

ANALISIS SIKAP SOSIAL SISWA SEKOLAH DASAR PADA PEMBELAJARAN TEMATIK DENGAN MODEL INKUIRI TERBIMBING

Thematic learning can be strengthened by research based learning such as inquiry, so that collaboration can contribute to one another in building active and student-centered learning, and can have a positive influence on students' social attitudes. Based on the description, a study was conducted with the aim of: (1) knowing the implementation of thematic learning with the guided inquiry model; and (2) knowing students' social attitudes on thematic learning with the guided inquiry model. This study uses a qualitative approach, with field research designs. Data collection techniques using interviews, observation, and field notes. The results showed that: (1) teachers and students could carry out the thematic learning stages with guided inquiry models in learning 1 to 6 very effectively; and (2) students' attitudes towards thematic learning with guided inquiry models experience positive development. In learning 1, students' social attitudes are still dominant. While in learning 2, social attitude began to develop. Continued in learning 3 and 4, most of the social students begin to develop and culture, and in learning 5 and 6 the majority of students have a social attitude.

The Effect Of The Application Of The Guided Inquiry Model With The Problem Solving Approach On Students 'Observation Skills In Additive And Addictive Materials

Science learning requires an active role from students, but in general students are taught about the concept of science learning with the teacher as the center (teacher center). The impact is the lack of the role of students in understanding science which should emphasize the active participation of these students. The student should have the observation skills to learn science by maximizing the five senses. Observation skills if they are already proficient, then the initial efforts of students to have Science Process Skills have been fulfilled. This study aims to determine the effect of implementing the guided inquiry model with a problem solving approach on students' observation skills on additive and addictive substances in class VIII SMPN 1 Sambit Ponorogo in the 2019/2020 academic year.

Development of Learning Tools Using the Guided Inquiry Model to Train the Critical Thinking Skills of Islamic Junior High School Students

Development of Learning Tools Using the Guided Inquiry Model to Train the Critical Thinking Skills of Islamic Junior High School Students

Development of Natural Science Learning Tools with Guided Inquiry Model Assisted by Real Media to Improve Students' Scientific Creativity and Science Process Skills

This study aims to develop science learning tools with guided inquiry models assisted by real media to improve scientific creativity and science process skills of grade VIII students at SMP IT Male and SMP IT Female Mataram on light and optical equipment. The development of this tool adopts the development of Dick and Carey. The resulting products are in the form of learning tools in the form of syllabus, lesson plans, LKPD, scientific creativity instruments and science process skills. Before being used, the device was validated by four expert validators and the result was that the device developed was suitable for use in learning. To test the effectiveness of the device, scientific creativity and scientific process skills were tested. The results of the scientific creativity test obtained an average N-Gain of 0.4. This shows that the device developed is quite effective in increasing the scientific creativity of students in the two schools being the subject. The second effectiveness test is the science process skills test. The average N-Gain value obtained was 0.7, this indicates that the learning device developed with a guided inquiry model assisted by real media is very effective in improving students' science process skills.

Pengembangan Bahan Ajar IPA Terpadu Berbasis Kearifan Lokal di Lahan Basah dengan Menggunakan Model Guided Inquiry di SMP

This research is motivated by the fact that the learning of natural science in general has not been related to contextual learning resources. One of the learning resources in the form of integrated natural science teaching materials is still not connected to the wetlands or local wisdom of the local community. Therefore, a local wisdom based integrated science teaching material development study was carried out on wetlands using the guided inquiry model. This study aims to determine the validity, practicality, effectiveness of teaching materials, and skills of science process of students. Included in the type of research and development using the Tessmer model. Students of class VII-E of SMP Negeri 15 Banjarmasin as a trial subject. Data is generated through sheets from validators, questionnaire responses from students, learning outcomes, and observation sheets of students' scientific process skills. Data were analyzed by quantitative and qualitative descriptive. The results of the study show that: (1) the validity of teaching materials is valid, (2) the practicality of teaching materials has practical criteria, (3) the effectiveness of teaching materials is effective, and (4) the science process skills of students are very good. Based on the results of the study, it was concluded that the integrated science based learning material based on local wisdom in wetlands using the guided inquiry model in junior high school was appropriate for use during the learning process.

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Pertanyaan Kritis Terhadap Hasil Belajar Siswa Materi Laju Reaksi

One of the subject matter of Chemistry in high school, loaded with concepts is Reaction Rate that be better taught through Guided Inquiry based on critical questions. This study aims to determine the learning outcomes learned through Guided Inquiry learning model based on critical questions is higher than Direct Instruction learning model. The study population was all students of class XI MIA SMA Negeri 1 Pantai Cermin which amounted to three classes adds up to 35 to 40 students. The sampling technique in this study was purposive sampling. The selected sample is XI MIA 2 as an experimental class given the treatment of the guided inquiry model based on critical questions and XI MIA 1 as a control class treated with DI model. The results showed student learning outcomes in the experimental class at 86% and in the control class at 75% while student learning activities in the experimental class at 84.6% and in the control class at 72.7%. Hypothesis test results show tcount> ttable (8.4289> 1.668), meaning that H0 is rejected and Ha is accepted, that is the results of student chemistry learning using the GI model based on critical questions higher than learning with DI model.

Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model?

This study aimed to examine the effectiveness of implementing a real object-based open inquiry model towards integrated science process skills of 10th- grade students in the material of plants (Plantae). This study used quasi-experimental research with nonequivalent control group pretest-posttest design. This study's population was all 10th- of Senior High School S of Yogyakarta, Indonesia, in the academic year grade students of 2018/2019. The technique sampling used in this study was random cluster sampling. The samples consisted of 30 students in the experimental class using the open inquiry model and 30 students in the control class using the guided inquiry model. The instrument used in this study was an essay test consisting of four questions that represent the aspects of science process skills. Analyze data use the independent-sample t-test. The results indicated a significant difference between the means of science process skills post-test of the 10th-grade students in the material of plants. The percentage of N-gain score in the experimental class categorized to low was 0%, categorized to moderate was 17%, and categorized to high was 83%. The most influential aspect of integrated science process skills in the experimental class is communication with 95,33. To sum up, the open inquiry learning model is useful in the 10th-grade students' integrated science process skills, particularly the aspect of communication in plants' material.

The Effect of Guided Inquiry Model on Improving Student's Learning Outcomes and Science Process Skills in Qualitative Analytical Chemistry Practicum

This study aims to determine the improvement of learning outcomes and science process skills of students through the implementation of the guided inquiry model in learning qualitative analytical chemistry practicum. This study is needed since most practicum activities are currently still doing a lot of traditional verification practicum guides which do not encourage students to be creative in organizing their competence especially science process skill. Therefore, a research was conducted to 27 students at Department of Chemistry Education, Universitas Negeri Medan in fourth semester of 2019/2020 academic year. The growth and development of science process skills of students was observed by using an observation sheet in the form of rubrics for students' practicum analysis group I, II, III, IV and V. The result showed that the implementation of this model in analytical chemistry practicum able to improve student's learning outcomes and science process skill significantly. Indicators which classified as high category are consisted of designing the practicum, applying the concept, hypothesizing and communicating. Meanwhile the medium categories are skill of predicting, interpreting and observing. In another hand, the student's learning outcomes were increased from 81.88 in average pre-test to be 85.49 in post-test with N-gain approximately 20%. The highest percentage of student worksheets was achieved in communication skills around 90%. These findings give contribution for chemistry education especially to prospective chemistry teachers for equip their science process skill such that it develops aspects of basic abilities including cognitive, affective and psychomotor.

Penggunaan Model Inkuiri Terbimbing Berbantuan Media Audio Visual dalam Meningkatkan Kualitas Pembelajaran IPA pada Peserta Didik Kelas V SDN 111/IX Desa Muhajirin

This research based from the low quality of science learning in fifth grade students of SDN 111 / IX Muhajirin Village. This is indicated by the discovery of several problems including the teacher is not optimal in guiding students to search and find the concept of learning material independently, so that students have not been motivated and facilitated to independently learn the subject matter with their own pemenuan, teachers are less guiding students in providing problem so that students are not accustomed to thinking critically and analytically, it is supported by low student learning outcomes data with classical completeness reaching 45%. This type of research is a classroom action research conducted in three cycles. Each cycle is carried out in one meeting consisting of planning, implementation, observation and reflection. The subjects of this study were teachers and students of class V SDN 111 / IX Muhajirin Village with a total of 36 students. The results showed the skills of the first cycle teachers received a score of 25 with sufficient criteria, the second cycle obtained a score of 34 with very good criteria and cycle III obtained a score of 36 with very good criteria. Activities of students in the first cycle obtained an average total score of 18.9 with sufficient criteria, second cycle obtained an average total score of 26.4 with good criteria and cycle III obtained an average total score of 30.5 with good criteria. Learning outcomes of students in cycle I obtained an average score of 62.56, cycle II obtained an average score of 71.61 and cycle III obtained an average score of 78.22. The percentage of classical completeness learning outcomes of students in cycle I percentage 56%, cycle II percentage 78% and cycle III percentage 83% . So that it can be concluded that guided inquiry model assisted by audio-visual media can improve the quality of science learning in class V students of SDN 111 / IX Muhajirin Village.

GUIDED INQUIRY: HOW TO IMPROVE SCIENTIFIC LITERACY STUDENT SENIOR HIGH SCHOOL

Purpose of the study: Students’ scientific literacy skills are very much needed in 21st-century learning, but the fact is that field gains in scientific literacy are still low. Research with a focus on improving the ability of students’ scientific literacy to use an inquiry-based approach is also limited. Therefore, this quantitative quasi-experimental study aims to improve students’ scientific literacy skills by using the inquiry model. Methodology: Using quantitative designs in quasi-experimental designs. By using 42 secondary students obtained based on purposive sampling. The experimental group used the guided inquiry model, while the control group used the traditional learning model. Then the data are analyzed to get descriptive and inferential results. Main Findings: There is a significant difference in terms of students’ scientific literacy skills between the control class and the experimental class. It was found that using the guided inquiry model found differences with the t-test value of 19,373 on students’ scientific literacy abilities. It can be underlined that the guided inquiry model has a significant effect on students’ scientific literacy skills compared to traditional learning models. Applications of this study: In this research can be a consideration for teachers to apply guided inquiry to improve students’ scientific literacy skills. Novelty/Originality of this study: In this study, the renewal of learning that uses the guided inquiry learning model can improve the scientific literacy abilities of students.

The Improvement of Critical Thinking Skills of Primary School Students Through Guided Inquiry Learning Models with Integrated Peer Instructions

This research aims to describe the improvement of critical thinking skills of primary school students in the learning model of teaching Inquiry integrated peer instruction. A research sample is a Grade 5 primary school student with a total of 40 students. Research methods use experimental research with one group pre-test and post-test design. Data collection techniques using tests. The data analysis technique uses statistic inferential. Based on the results of the calculations using N-Gain, it is gained that there is an increase in the critical thinking skills of primary school students, i.e. 12 students gained a high upgrade category and 28 students gained a moderate upgrade category. In addition, it is obtained that students experience the guidance of learning both individually and in class. The result of guided Inquiry model integrated peer instruction provided effect so that there has been an improvement of critical thinking in primary school students. Further research is expected that all students can obtain high increases.

ESCALATION IN STUDENTS’ SCIENCE PROCESS SKILLS ON CHAPTER WAVE VIBRATION AND SOUND THROUGH GUIDED INQUIRY LEARNING MODEL

This study aims to determine: (1) the effect of guided inquiry models on students' science process skills, (2) improvement of skills the science process of students with learning inquiry models, This research is a quasi-experimental study with non-equivalent control group design. Data collection techniques used were test and non-test. The instruments in this study were a pretest-posttest cognitive ability test sheet, student worksheets and an observation sheet for science process skills. The data analysis technique used is non-parametric statistics with the Mann Whitney U test, Normalized Gain (N-Gain) and descriptive analysis. The results of this study are that (1) Physics learning using guided inquiry learning models influences the cognitive abilities of students with a significance level (sig. 2-tailed) of 0.013. (2) Physics learning using guided inquiry learning models can improve students' cognitive abilities with an average value of n-gain of 0.701 which is included in the high criteria. Keywords: Guided Inquiry, Science Process Skills, Cognitive Skills, Wave Vibration and Sound.

Meta-Analysis Of Guided Inquiry Model On Physics Learning

Abstract
 Guided Inquiry is one of the learning models that often used in research into the application of learning models in physics learning. This study aims to analyse the learning process with the Guided Inquiry model and its effect on increasing the students’ competence and skills from previous studies. This research method uses meta-analysis with stages: data collection, data reduction, data display, and drawing conclusions or verification. The secondary data used, that is, data collected indirectly on the object studied in the form of 20 national and international journal articles. The first step in this research is to collects journals, selection 20 journals with the same research design, creates a visualisation in VOSviewer software, and calculates the effect size of the research results. The meta-analysis topic discusses in the research is about to improve students' science skills, school level, subject matter and then the media used. The results of the study state that learning physics using Guided Inquiry model can improve the scientific literacy competencies, critical-thinking skills, and students learning outcomes that measured separately (moderate effect) and simultaneously (modest effect). Another results show that Guided Inquiry model recommended for students that have higher-order-thinking skills, apply with real learning-media, and used for the investigated characteristic content-material.
 
 Keywords: Guided Inquiry, physics learning, meta-analysis

The effect of the flipped classroom approach and self-efficacy on a guided inquiry on students' creative thinking skills

This study aims to look at the effect of the flipped classroom approach on the guided inquiry model and student's self-efficacy on creative thinking skills on the reaction rate material. The study was conducted in class XI MIA SMA N 3 Jambi City with a 2 x 2 factorial design and the sample consisted of 2 classes chosen randomly. Data collection using test techniques, namely essay tests, includes indicators of creative thinking and non-tests, namely self-efficacy questionnaire data and field notes during the study. Analysis of the data used is 2-way ANOVA. The results showed that guided inquiry learning with the flipped classroom approach and high self-efficacy categories had high creative thinking abilities, but there is no interaction between learning models with self-efficacy towards creative thinking abilities on the reaction rate material because learning models and self-efficacy affect the results of students' creative thinking abilities independently. Based on the results of the study it can be concluded: (1) There is an influence of the flipped classroom approach on the guided inquiry model of students 'creative thinking abilities on the reaction rate material (2) There is an effect of students' self-efficacy on the ability to think creatively on the material reaction rate (3) There was no interaction between the learning model and students' self-efficacy. Keywords: Creative thinking skills, Flipped classroom, Guided inquiry, Reaction rate, Self-efficacy

Influence of the use of technology through problem based learning and Inkuiri models are leading to scientific communication students class VII

Problem Based Learning (PBL) and guided inquiry learning model develops intellectual ability as part of mental process. The purpose of this research is to know the difference of scientific communication ability between students who learn to use PBL model and guided inquiry, and to know whether there is influence the use of technology through PBL model and guided inquiry model to student scientific communication. The experimental research was conducted in 2 schools (SMP & MTs) Grobogan District. Examples consisted of 10 classes with 6 PBL model learning models, 4 guided inquiry model and 1 control class. The sample size is 352 students. Instruments using student worksheets and student research reports. The analysis used a one way variance with a significance level of 5% supported by students' skill and classical completeness. The results show the PBL model by giving the video at the beginning of learning gives the biggest influence with the average 83.615. The conclusion of this research is the better model of PBL in terms of individual capability, guided inquiry model better in terms of classical mastery. Improving scientific communication skills more effectively using PBL by providing video at the beginning of learning, followed by guided inquiry model with scientific reasoning. scientific communication skills more effectively using PBL with early video-giving activities and guided inquiry models with scientific reasoning.