Guided Inquiry Model Research Articles

Peningkatan Hasil Belajar IPAS pada Siswa Kelas IV dengan Model Inkuiri Terbimbing di SDN 07 Sigiran Kecamatan Malalak Kabupaten Agam

This research is based on the low learning outcomes of science science in grade IV students of SDN 07 Sigiran, Malalak District, Agam Regency. This study aims to describe the Improvement of Science and Technology Learning Outcomes in Grade IV Students with a Guided Inquiry Model at SDN 07 Sigiran, Malalak District, Agam Regency. This research is classroom action research carried out in four stages, namely planning, implementation, observation, and reflection. The data collection techniques are test and non-test. The subjects of the study were teachers and students of grade IV of SDN 07 Sigiran, Malalak District, Agam Regency. The results of the study show that the assessment of the teaching module in the first cycle, which is 83.32% (B), increased in the second cycle to 94.44% (SB). The assessment of teacher activity in the first cycle was 83.32% (B), increasing in the second cycle to 97.22% (SB). The assessment of student activity in the first cycle was 80.55% (B), increasing in the second cycle to 94.44% (SB). The learning outcomes of students in the attitude aspect in the first cycle were obtained on average, which was 82.99 (B), increasing in the second cycle to 84 (B). The learning outcomes of students in the knowledge aspect in the first cycle were obtained on average, namely 73.52 (C), increasing in the second cycle to 81.17 (B). The learning outcomes of students in the skill aspect were obtained on average, which was 74.52 (C) increasing in the second cycle to 82.76 (B), so it can be concluded that the guided inquiry model can improve the learning outcomes of social studies in Grade IV students at SDN 07 Sigiran

Feasibility Test of Guided Inquiry Model Learning Devices Assisted by 3D Experimental Media on Sound Wave Material

This research aims to determine the feasibility of a guided inquiry model physics learning device assisted by 3D experimental media on sound wave material. The type of research used is research and development with a 4D research model. The products developed are syllabi, learning implementation plans (RPP), student worksheets (LKPD), and test instruments. Data collection was carried out through validation sheets of learning tools by expert validators and practitioners, and reliability analysis using percentage of agreement (PA). The validation results obtained show that the syllabus, RPP, LKPD and test instruments with an overall average of 86.29% are in very valid criteria and the results of the reliability analysis show that the overall average value of the learning tools is 93.32% in reliable criteria. Based on this, it can be concluded that the guided inquiry learning tool assisted by 3D experimental media is suitable for application in learning sound waves in the classroom.

Penerapan Model Inkuiri Terbimbing sebagai Solusi Keaktifan Peserta Didik di SMP N 01 Tiumang Dharmasraya

From this research, the objectives are: 1) Describe the problems in the PAI learning process at SMP N 1 Tiumang. 2) Analyze the application of the guided inquiry model as a solution to PAI and BP learning problems at SMP N 1 Tiumang. 3) Analyze the impact of using the guided inquiry model on student activity. This research method used is a qualitative descriptive approach. Then techniques for collecting data include interviews with teachers in the PAI and BP study fields, observations at school and data obtained from various kinds of literature such as books, journals and other related sources. The results of the research show that: 1) In the learning process in the classroom the teacher is not clear about what type of learning model to use in the classroom. Learning only runs conventionally where the teacher explains the material/information in the textbook. Then the students sat down and most of them did not pay attention to the material read by the teacher. 2) The application of the guided inquiry model in the classroom is divided into 3 activities, namely the opening, core and final activities, namely the closing. In the core activity, students are divided into several groups to work on and discuss assignments that have been given by the teacher previously. 3) The impact of using this guided inquiry learning model can increase the activity of most students in class.

Profile of Research Skills in the Integrated Guided Inquiry Model Research Skill Development (RSD) Framework

Research skills are one of the skills that exist in educational goals, research skills must be possessed to be able to face the 21st century. Research skills of students in Indonesia are still in the low category, this is evidenced by research that has been conducted by previous researchers with an average score -average 68.5 out of 100 points. This study aims to determine the research skill profile of students in one of the MAN schools in Sukabumi City. This study used a descriptive method, the subjects in this study were class XI students, totaling 22 students, determined by a sampling technique, namely purposive sampling. The instruments used were an attitude scale for research skills, and a Research Skill Development (RSD) assessment rubric. The results showed that students' research skill profiles were in the good category with an average score on the attitude scale of 83 ± 6.2% and on the practicum report 71 ± 8.5%. Therefore, it can be seen that the research skills profile of students using the guided inquiry learning model integrated with the Research Skill Development (RSD) Framework in this study is in the good category.

Effectiveness of learning kit with guided inquiry model on cell metabolism topic to improve students' critical thinking skills

Effectiveness of learning kit with guided inquiry model on cell metabolism topic to improve students' critical thinking skills

Pengaruh Model Inkuiri Terbimbing Berbantuan Media PhET terhadap kemampuan berpikir kritis Peserta Didik

The purpose of this study was to examine the effect of guided inquiry learning in the use of PhET media on students' critical thinking skills. This study used quasi-experimental methods, group design for pretest and posttest. The independent variable in this study is the PhET media-assisted guided inquiry model used in the experimental class, while the control variable is the critical thinking ability of students. The study population consisted of all students who were in science class XI at SMAN 1 Pringgasela. The experimental group was selected from class XI IPA 2, while the control group was selected from class XI IPA 3. The mean value of the experimental group was determined at 37.54, in contrast to the average value of the control group of 39.36. Following the treatment, the average score of the experimental group exhibited a rise from 67.18 to 72.36, in contrast to the control group. The t test in this study showed a total value below the significant value of 0.050, indicating a value of 0.045. The application of the guided inquiry learning approach, in conjunction with the integration of media, has an apparent effect on developing and improving students' critical thinking abilities

Developing Environment Geography Learning Through Machine Learning Media and Its Application at Rural-Urban School

Environment geography has strong characteristics in combining classroom learning and in the field. Currently, machine learning development were designed to help several problem particularly in education. This study aims to evaluate the quality of Geographic Information System based machine in rural and urban school. Moreover, we also measured effect of GIS based machine learning towards learning outcome. We used quasi-experimental design to ensure the effect of GIS based machine learning media towards learning outcome. Moreover, we also used curriculum implementation index to ensure current curriculum implementation by teacher. Students were divided into 3 groups (2 experimental groups and 1 control group). The experimental group was treated by applying a guided inquiry model through GIS based machine learning media while the control group was treated by conventional models. The results show that the quality of learning by utilizing Geographic Information Systems is remain low which is indicated by low score at laboratory and media. However, in general curriculum implementation index showed moderate score 6.8, respectively. Moreover, results of quasi experiment design showed that GIS based machine learning has significant effect on students’ learning outcome which is represented by t-test score at 0.00, respectively. GIS based learning were able to enhance students’ learning outcome, meanwhile at current condition we found low index for laboratory and media aspect both in rural and urban school.

Influence of Canva Media Based on Guided Inquiry Model on Students' Critical Thinking Ability and Chemical Literacy

The rapid development of science and technology in the 21st century also signals that education or schools are expected to be able to produce graduates who have critical thinking skills and scientific literacy skills to be able to adapt to various challenges in 21st century life. This research aims to analyze the influence of the application of model-based Canva media guided inquiry towards students' critical thinking abilities and chemical literacy. The sample in this study were students or cadets of class The instruments used in this research were critical thinking ability tests and chemical literacy ability tests on organic compounds. The research data were analyzed using the one-way MANOVA technique. The results of the research concluded that: (1) there is an influence of the application of Canva media based on a partial guided inquiry model on students' critical thinking abilities; (2) there is a partial influence of Canva media based on the guided inquiry model on students' chemical literacy abilities; and (3) there is an influence of Canva media based on the guided inquiry model simultaneously on students' critical thinking skills and chemical literacy skills.

The Influence of Learning Models and Student Learning Activities on Collaboration Skills and Student Learning Outcomes

This research was conducted to determine whether or not there are differences in the value of collaboration skills and student learning outcomes taught using various learning models and student learning activities with the help of Macromedia Flash media on chemical bonding material, as well as to see the interaction between learning models and student learning activities on collaboration skills and student learning outcomes. Experimental class I (X-6) applied the Discovery Learning model and experimental class II (X-10) applied the Guided Inquiry model. The instrument used is a test instrument, a non-test instrument. Hypothesis testing was carried out using two-way ANOVA with multivariate General Linear Model (GLM). The research results obtained a price of sig. 0.000 for collaboration skill value and sig price. 0.001 for learning outcomes. Price sig. < 𝛼 (0.05) so there is a significant difference in the average value of collaboration skills and student learning outcomes with various learning models. Obtained sig value. 0.000 on collaboration skills and learning outcomes. Sig price value. < 𝛼 (0.05) so there is a significant difference in the average value of collaboration skills and student learning outcomes with various learning activities. The interaction between the learning model and learning activities obtained a sig value. 0.045 for collaboration skills and sig. 0.014 for learning outcomes. From the two sig values. < 𝛼 (0.05) so that Ha is accepted and Ho is rejected, there is an interaction between the learning model and student learning activities on the value of collaboration skills and student learning outcomes in the Chemical Bond material.

Pengembangan Bahan Ajar Elektronik Berbasis Representasi Multipel Menggunakan Inkuiri Terbimbing pada Topik Asam-Basa

This study aims to develop and determine the feasibility of multiple representation-based electronic teaching materials using a guided inquiry model on the topic of acid and base for class XI high school. The method used in this research is research and development (R & D) which was developed by Thiagarajan and known as the 4D model. The 4D model consists of four stages: define, design, develop, and disseminate. This research instrument is a questionnaire to obtain a quantitative score used to determine the feasibility of teaching materials. The study results indicate that the developed teaching materials have a very good feasibility percentage. The developed teaching materials have been corrected by expert lecturers and revised according to the input given so that a decision is obtained that the teaching materials can be used. The feasibility of teaching materials is determined based on the assessment of the chemistry teacher as a reviewer and student responses. The assessment category obtained from the review by the chemistry teacher are very good with an average assessment percentage of 86.75%. Based on the results of field trials, the student responses show that the developed teaching materials were classified as very good category with an average percentage of 83.00%. Therefore, based on the validation and field trial results, the developed electronic teaching materials are feasible for use in class XI chemistry learning on the acid-base topic.

Guided Inquiry Learning Model in Chemistry Education: A Systematic Review

The abstractness of chemical concepts can be understood easily through learning chemistry using guided inquiry. This article uses the Systematic Literature Review (SLR) method to review eleven articles published from 2018 to 2023. Articles were systematically obtained from the online article databases ERIC, Scopus, and Google Schloar. The purpose of the review is to provide information to teachers and researchers in the field of chemistry education about the definition of guided inquiry models, the effect of guided inquiry models on chemistry learning outcomes, and how to apply guided inquiry models/strategies in chemistry learning. The review results show that the definition of various guided inquiry models involves students into a problem and confronts students with an investigation, and directs students to solve the problem of the problem. The effects of guided inquiry models on chemistry learning outcomes include improving metacognition, concept understanding, critical thinking skills, science process skills, learning outcomes, and creative thinking skills. Various chemistry learning models have also been applied in several learning models or strategies such as Guided Inquiry, Guided Inquiry-Based on Blended Learning, Flipped Classroom Based on Guided Inquiry Learning, Guided Inquiry Model Integrated with STEM, Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy

The Influence of the Stem-Based Guided Inquiry Model on Students’ Creative Thinking Skills in Science Learning: A Meta-Analysis Study

This study aims to determine the effect of STEM-based guided inquiry models on students' Creative Thinking Skills in science learning. This type of research is a meta-analysis. The study analyzed 15 primary studies published in 2018-2023 that had met the inclusion criteria. Search data sources through the Google scholar database; ERIC, Taylor of Francis, ScienceDirect and ProQuest. Data analysis with the help of the JSAP application verse 0.16.3. These results conclude that the overall value of effect size is 0.99 (95% CI [ 0.79; 1,19]) high category. These findings show that the application of STEM-based inquiry-based learning models affects students' 21st century thinking skills. In addition, these findings provide important information on STEM-based guided inquiry learning in schools.

APPLICATION OF LKPD BASED ON GUIDED INQUIRY MODEL ASSISTED BY PHET SIMULATION TO LEARNERS' CRITICAL THINKING SKILLS

Learning in Indonesia does not encourage learners to think critically. Based on the results of the study states that learning in school has not been able to cultivate critical thinking skills in learners because learning still tends to be teacher-centered. The critical thinking skills of learners in the schools studied are still relatively low. Research from various researchers has previously stated that guided inquiry models can improve the ability of critical thinking pills. The purpose of this study is to find out if there is an influence on the critical thinking skills of learners who apply LKPD based on the guided inquiry learning model based on PhET Simulation compared to applying conventional PhET-assisted learning models only. This research is a pseudo-experiment using the Design Counter Balance. Data capture using the t-test. The results of the implementation of LKPD based on the PhET-assisted inquiry model show that there is an influence on the critical thinking skills of learners rather than conventional models with PhET.Keywords: LKPD, Guided Inquiry, PhET Simulation, and Critical thinking skills.

Application of A Guided Inquiry Learning Model to Improve Students' Scientific Literacy Skills

Objective: This study aims to determine the guided inquiry learning model's effectiveness in improving students' scientific literacy skills. Method: This is an experimental research with a one-group pretest-posttest design without using a control class. Results: The research results show that applying the guided inquiry learning model significantly increases students' scientific literacy. Data were analyzed using descriptive methods. Evaluation of the learning plan shows a good feasibility level in its implementation. Student learning outcomes have increased significantly, including understanding of science concepts and scientific skills. Most students progress positively in reading, understanding, and analyzing scientific information. These findings are strengthened by direct observations of students' active participation and involvement during learning. Thus, using the guided inquiry learning model positively contributes to increasing students' scientific literacy. Novelty: The novelty of this research lies in its new contribution to increasing scientific literacy by applying the guided inquiry learning model. The positive response from students to this learning model emphasizes its relevance in advancing scientific literacy. These findings show that the practical use of the guided inquiry model can improve students' understanding of concepts and scientific skills. Integrating this learning model into the learning context adds essential value to science education. The research results confirm that the effective use of the guided inquiry model can increase students' scientific literacy, making a significant contribution to preparing them to face future scientific challenges.

Development of Interactive Learning Multimedia Based on Guided Inquiry to Improve Student Learning Outcomes in Science Content Material Force, Motion and Energy Transfer Class VI SDN Bumi Arum

Class VI science material includes concepts that are fundamental and essential for scientific understanding. However, conventional learning approaches often do not fully utilize students' potential to actively participate in the learning process. Therefore, the development of interactive learning multimedia based on Guided Inquiry is expected to provide a more interesting and effective alternative in teaching these concepts. This study aims to develop and test the effectiveness of Guided Inquiry-Based Interactive Learning Multimedia in increasing students' understanding of Force, Motion, and Energy Transfer material in grade VI science lessons. The method used in writing this journal is based on qualitative writing using a descriptive approach of analysis. The writing technique is based on qualitative data. The results of the field test revealed that the average value obtained increased to 78.79 which was previously 69.68. In addition, based on the results of the study also explained that the use of guided inquiry implemented in science learning media, especially in style material gets better results compared to the use of conventional learning, namely by using textbooks during learning activities. This is proven through a hypothesis test that the value of t table is 2.001 while t count is 2.76. By using guided inquiry models on the topics of interactive multimedia-assisted learning of force, motion, and energy transfer, student learning outcomes can be improved.

Development of Android-Based Interactive Mobile Learning with Guided Inquiry Models to Improve Higher Order Thinking Skills on Light Wave Material

This research aims to produce Android-based interactive mobile learning with a guided inquiry model of light wave material that is able to improve students' HOTS abilities. This research is a 4D model type research. The research was conducted at MAN 1 Ponorogo, MAN 2 Ponorogo, and SMAN 1 Badegan. The research subjects were 149 class XI MIPA students who gave a pretest-posttest. Student pretest-posttest data were analyzed using 1-way ANOVA to determine the differences in students' HOTS skills in the control and experimental classes. Based on the 1-way ANOVA test, it was found that there were differences in students' HOTS abilities in the two classes. Classes that use Android-based interactive car learning get higher results compared to classes that don't use Android-based interactive car learning.

Inquiry-Based E-worksheet with Local Wisdom of Brebes Central Java for High School Students’ Understanding of Reaction Rates

Teaching materials play a significant role in facilitating effective learning, particularly when utilizing inquiry-based approaches and incorporating an appreciation of local wisdom. This research has the purpose to create an E-Worksheet based on inquiry and enriched with local wisdom from Brebes, Central Java, specifically designed for the topic of reaction rates. The research method employed is Research and Development (R&D) utilizing a 4D development model. The developed E-Worksheet encompasses six learning activities that align with the guided inquiry model, with support from the Flip PDF Professional program. The quality of the E-Worksheet is evaluated by a variety of experts, such as subject matter experts, media experts, peer reviewers, chemistry teachers, and high school students. The assessment results reveal a high degree of validity, with peer reviewers assigning a rating of 88.56% (Very Good), reviewers evaluating it as 92.05% (Very Practical), and students rating it at 91.37% (Very Good) in terms of readability. Hence, this E-Worksheet is regarded as an effective learning tool in the field of chemistry education, enabling students to actively participate in the learning process while also gaining an appreciation for indigenous knowledge.

Improvement Science Process Skills Using the Guided Inquiry Model Based on the Surrounding Environment of SMPN 5 Ababuan

The purpose of this study was to describe efforts to improve science process skills on pollution using a guided inquiry model based on the surrounding environment for class VIII students of SMPN 5 Pengabuan, Tanjung Jabung Barat Regency. The subjects of this learning improvement research were 22 class VIII students of SMPN. The research design used is Classroom Action Research. The research was conducted in 2 cycles and 2 cycle meetings, while the stages of each cycle were plan, action, observation, and reflective. Data collection techniques in this study are observation and documentation. Data obtained from observation and documentation were analyzed quantitatively and qualitatively. The results showed that there was an increase in science process skills in cycle 1 and obtained an average percentage of science process skills of 67.73% (enough). In cycle 2, the average increase in students' science process skills was obtained with a percentage of 83.64% (Good). Based on the results of the study, It can be concluded that the use of a guided inquiry model based on the surrounding environment for students can improve their science process skills about pollution in Class VIII SMPN 5 Pengabuan, Tanjung Jabung Barat Regency.

Development of Physics Worksheet based on STEM integrating Engineering Design Process (EDP) through Guided Inquiry Model to Improve Students’ Critical Thinking

This study aimed to develop a physics worksheet based on STEM integrating Engineering Design Process (EDP) through the guided inquiry model to improve students' critical thinking in learning physics. The research approach used R&D using the ADDIE model, namely: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. The data collected was in the form of worksheet eligibility data and critical thinking instruments by experts, and response questionnaires given to five physics teachers at a senior high school in Kutacane. Data analysis using percentage descriptive analysis. The results of the worksheet eligibility test by experts show a percentage score of 79.5%, which is the feasible category, and a critical thinking instrument score of 83.3%, which is the very feasible category. Teachers’ response results show the percentage of suitability indicators of the worksheet with the EDP model step through the guided inquiry model was 91.6% and the EDP model step suitability indicator with critical thinking ability was 93.6%, both of which were included in very valid qualifications. It could be concluded that a worksheet based on STEM integrating the Engineering Design Process (EDP) through the Guided Inquiry Model is appropriate for use to improve students' critical thinking skills in learning physics.

Development of Guided Inquiry based on Blended Learning (GIbBL) Teaching Module for Physics in the Independent Curriculum

This study aims to develop a teaching module with a guided inquiry model based on blended learning (GIbBL) that can be applied in the independent curriculum. This kind of research uses the ADDIE development paradigm, which consists of the following steps: 1) Analysis, 2) Design, (3) Development, 4) Implementation, and 5) Evaluation. Due to time constraints, the teaching module in this study was only develop to the development stage. The feasibility of the teaching modules was assessed through expert validation tests and practicality tests, which involved gathering responses from research subjects. The subjects of this study were physics teachers and students of class XI SMAN 7 Banda Aceh. The data collection technique employed in this study utilized a questionnaire instrument, comprising a material and learning design expert validation questionnaire, as well as a teacher and student response questionnaire. Data analysis involved percentage descriptive analysis. The results of the material expert validation test demonstrated a percentage of 93,25%, while the learning design expert validation test yielded 91,5%, both falling within the "very valid" category. Furthermore, the teacher response test resulted in a percentage of 96,2%, and the student response test amounted to 88%, both categorized as "very good." Based on the research findings, it can be concluded that the guided inquiry based on blended learning (GIbBL) teaching module is deemed feasible for application in the learning process within an independent curriculum.