Inquiry-based Learning Approach Research Articles

Penerapan Inquiry-Based Learning (IBL) dalam Pembelajaran Matematika China dan Drill and Practice Indonesia di Sekolah Dasar Jakarta International School

In Indonesia, many elementary schools still rely on the Drill and Practice method, which focuses on repetitive exercises to strengthen students' basic mathematical skills. While effective for honing technical abilities like calculations and formula application, this method does not foster the development of complex critical and creative thinking. In contrast, China has adopted an Inquiry-Based Learning (IBL) approach in mathematics education, which emphasizes critical thinking, problem-solving, and exploration through questioning. This study aims to examine the effectiveness of IBL in comparison to Drill and Practice, particularly in terms of its impact on student learning outcomes in both China and Indonesia. Using a quantitative approach with experimental design, the study compares the implementation of IBL in China with the Drill and Practice method at Jakarta International School (JIS). The results show that IBL in China significantly enhances students' higher-order thinking skills, particularly in problem-solving, critical thinking, and creativity. Students in the IBL group in China demonstrated a greater improvement in their test scores compared to the control group at JIS. The post-test average for the IBL group in China was 85.5, while the JIS group only reached 67.8. Additionally, 75% of IBL students in China were able to apply mathematical concepts to real-world situations, compared to just 45% at JIS. Moreover, IBL students in China reported higher motivation and engagement, with 78% feeling more motivated to study, compared to only 50% at JIS. Furthermore, 72% of IBL students in China used multiple methods to solve problems, in contrast to 40% at JIS. Statistical analysis confirmed these findings, with a significant t-value of 4.35 and a p-value of 0.005, supporting the effectiveness of IBL in fostering critical thinking and creativity.

Comparison of Education in New Zealand and Indonesia in Science Subjects in Primary School

In New Zealand, science education is also tailored to the local context and Maori culture, which provides an additional dimension to science learning in primary school. On the other hand, Indonesia has a different approach to science education in elementary schools. The purpose of this study is to understand the differences in science education approaches in New Zealand and Indonesia and their implications for student learning outcomes in elementary schools. This study uses a comparative descriptive approach to evaluate the differences in the approach to science education in primary schools between New Zealand and Indonesia. The results of this study show that there are significant differences in the approach of science education in primary schools between New Zealand and Indonesia, which has an impact on students' learning outcomes and scientific understanding. New Zealand implements an inquiry-based learning approach supported by adequate laboratory facilities and a more ideal teacher-student ratio. This allows students to engage directly in experiments and observations, which helps them develop critical thinking skills and a deeper understanding of science. In Indonesia, the science learning approach tends to focus on memorization and theory, with limited laboratory facilities and a large number of students per class, which limits the implementation of practice-based learning. As a result, Indonesian students have lower scientific comprehension scores, as seen in the PISA results. Differences in the quality of educational facilities, teaching methods, and time allocation for science learning in both countries are the main factors that affect student learning outcomes.

Investigating the benefits and challenges of implementing inquiry-based learning approaches in early childhood education

Investigating the benefits and challenges of implementing inquiry-based learning approaches in early childhood education

Differences that matter: inquiry-based learning approach to research writing instruction

According to the extant literature, inquiry-based learning instruction can be an effective pedagogical tool as it frames learning as problem-solving activities. However, considerable debate exists about how to implement inquiry-based instruction. The present study compared the academic performance and engagement (as measured by course learning outcomes) of freshmen exposed to one of two inquiry-based learning modes differing in the volume of load-reducing instruction. The context was a writing-intensive, research-oriented course that enrolled second-language speakers with a didactic past. Thus, the study also examined whether the two modes differentiated freshmen’s second-language writing anxiety, a key emotive negative reaction likely to emerge in a writing-intensive course. At the end of the semester, the condition that involved greater load-reducing instruction before problem-solving activities yielded superior attainment of learning outcomes encompassing knowledge acquisition and use of problem-solving skills. No differences in engagement, withdrawal rates, or writing anxiety were detected. Writing anxiety was only minimally related to students’ performance and engagement as measured by the course learning outcomes. These findings illustrate that ostensibly minimal variations in the implementation of inquiry-based learning can have a selective impact on cognitive rather than emotive processing.

Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

A Content Analysis on Theses Related to Inquiry-Based Learning Approach

The aim of this study is to investigate 32 master's and 16 doctoral theses in the Higher Education Thesis Center (http://tez2.yok.gov.tr/), which were conducted between 2008 and 2022 in science education and which are about inquiry-based learning approach, by content analysis method. The data obtained through document analysis were analyzed by content analysis. In addition, it was aimed to identify the frame on inquiry-based learning in science education and to identify deficiencies and orientations. Document analysis method was used in the study. "Science Education Thesis Classification Form" was created by the researchers by examining the categories and themes created in the content analysis studies in the literature. Theses were accessed by searching the words "inquiry-based" and "inquiry-based learning" on the Council of Higher Education Thesis Center. Theses were examined in the categories of thesis type, year of publication, research method of the thesis, research model type of the thesis, sample size of the thesis, sample level of the thesis, data collection tool of the thesis and data analysis method types of the thesis. The data obtained were calculated with MS-Excel program. The analyzed postgraduate theses were evaluated separately as master's and doctoral theses. Frequency and percentage values were given in tables. As a result of the research, it was concluded that while the majority of the theses examined were master's theses, the theses conducted within the scope of doctorate were much less; quantitative research model was preferred more in the studies, and the most studies were conducted in 2019. It was found that undergraduate students were selected as the sample in the majority of the theses within the scope of the study; fewer studies were conducted at the primary education level, and the range of 51-100 was the most preferred number in sample size. At the end of the study, suggestions were made for future studies.

Adapting the ‘study and research path’ methodology in strength of materials to online teaching and resource-constrained scenarios

The Study and Research Path (SRP) methodology, emphasizing exploration of answers to open questions, has recently gained recognition as an effective active and inquiry-based learning approach, notably in the realm of Mechanical Engineering education. This study investigates the adaptation of SRPs to online and resource-constrained environments. We present and compare eight SRP-based Strength of Material courses conducted before, during, and after the COVID-19 pandemic. Our analysis focuses on the transformations observed in SRPs, encompassing shifts in course organization, question-answer maps, media-milieu dialectics, resource utilization, and inquiry procedures. Our findings demonstrate the successful adaptation of the SRP course to online teaching during the unprecedented remote conditions brought about by the pandemic. This adaptation resulted in a more guided Q-A map, innovative practical experiences with homemade setups, increased use of simulations, and parallelized inquiry by different groups. Importantly, materials and strategies developed during this transformation proved invaluable in subsequent post-pandemic courses, particularly in hybrid or constrained space and cohort settings. Our study highlights the adaptability and efficacy of SRPs in diverse teaching environments, providing valuable insights for educators seeking to implement SRPs and other active-learning, inquiry-based methodologies to challenging ecological conditions.

Exploring Online Inquiry-Based Instruction in Social Studies

The purpose of this study was to determine the various experiences and challenges of social studies teachers in utilizing inquiry-based learning or instruction in social studies in an online class setting, as well as how teachers make online inquiry-based instruction effective in teaching social studies subjects. The findings of this study will be used to develop actions and models for improving inquiry-based instruction in an online class setting. A qualitative study design was used in this study wherein ten (10) social studies teachers participated in the study because they are the ones who have mastered the subjects and lessons involved in social studies. A semi-structured interview was used, with interview questions focusing on teachers’ experiences with inquiry-based learning. Thematic content analysis was used to evaluate and categorize the respondents’ statements or responses to the research questions. It was discovered that when social studies teachers began using the inquiry-based learning approach or teaching style in online social studies classes, they encountered challenges in terms of student readiness and preparedness. When students are not prepared, the IBL becomes ineffective because teachers cannot receive responses from students who are not ready to answer questions. Also, when teachers are unprepared for the content, questions, activities, and assessments in an online IBL class, the IBL becomes unsuccessful. The findings suggested that establishing a positive relationship with students, as well as informing them about the objectives of the IBL and their role in the IBL class, will make inquiry-based instruction effective in an online class setting, particularly in social studies.

Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning

The strategies employed by teachers and students in the open inquiry-based learning approach are crucial, especially when presenting researchable questions formulated by students under the guidance of the teacher. This effectively promotes the teaching and learning of various disciplines. Participant observation was conducted in the science classroom for secondary education teachers to establish the level achieved by teachers in the development of the open inquiry-based learning experience and to identify the taxonomic level of researchable questions (RQs). An observation rubric was applied, revealing that 83% of in-service teachers reached a satisfactory level, while 67% of pre-service teachers were classified as unsatisfactory in terms of using the open inquiry-based approach. Both groups formulated high-order inquiry questions, with a clear inclination in favor of in-service teachers compared to pre-service teachers. These results highlight the importance of university training in focusing on inquiry skills, particularly in planning, inferences, and evaluation. Through this observational analysis, valuable information about the current state of open inquiry-based learning is contributed, advancing science education in Peru.

Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda

ABSTRACT This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Analysis of Students' Critical Thinking Disposition in Science Learning

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.

Strategi Pembelajaran Inkuiri terhadap Motivasi Belajar Siswa pada Mata Pelajaran Akidah Akhlak

This writing aims to describe the use of inquiry methods in learning moral beliefs. Inquiry learning strategies on students' learning motivation in the subject of moral beliefs. This inquiry-based learning approach is related to creating students to think critically, as well as giving them the opportunity to collect information independently and analyze it. With the opportunity to independently collect information and analyze it.

Fostering Mathematical Proficiency and Creative Thinking Skills in 10th Grade Students Through the 5E Inquiry-Based Learning Approach with Supplementary Media

This research aims to enhance mathematical proficiency and stimulate creative thinking among 10th-grade students through the implementation of the 5E Inquiry-Based Learning approach with Supplementary Media. The study explores the effectiveness of this pedagogical approach in transforming the learning experience and outcomes in mathematics education. The study focused on comparing students' performance before and after the intervention, as well as investigating their creative thinking abilities in terms of flexibility, originality, fluency, and elaboration. The participants consisted of 10th-grade students from a large-sized school in the northeastern region of Thailand, specifically one classroom comprising 40 students. The tools include Lesson plans, Mathematics Proficiency test and Creative thinking skills test. The results revealed a significant improvement in mathematical proficiency following the implementation of the 5E Inquiry-Based Learning Approach with supplementary media, with a notable increase of 37.25%. Prior to the intervention, students scored an average of 4.64 out of 20, which increased to 12.08 out of 20 post-intervention. Furthermore, the investigation into creative thinking skills indicated that students exhibited a proficient level overall, with an average score of 22.60 out of a maximum of 32 points. The analysis of specific dimensions of creative thinking revealed average scores of 5.60 for Originality, 5.78 for Fluency, 5.63 for Flexibility, and 5.60 for Elaboration.

Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.

Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?

This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications.

Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs

AbstractThis paper is focused on the collaborative work of two communities, one of teachers and one of researchers, during a teacher professional development program on the inquiry-based learning approach in mathematics, addressed to lower secondary school in-service mathematics teachers. We conceptualize the design of inquiry mathematics task as the boundary object on which the two communities work collaboratively. We aim to study the evolution of teachers’ and researchers’ meta-didactical praxeologies for designing inquiry mathematics tasks, with the Meta-Didactical Transposition framework, to understand if and how their collaboration favors their convergence toward shared components of final meta-didactical praxeologies. In the results, we show that this convergence is reached thanks to internalization processes of praxeological components for designing inquiry mathematics tasks, as a consequence of the learning mechanisms activated by the common work on the boundary object. In this paper, we address also the issue of understanding the complex relationship between teachers’ beliefs on inquiry mathematics tasks and the meta-didactical praxeologies of teachers and researchers. As a result, we propose a model in which the evolution of teachers’ beliefs is taken into account both as an agent and a consequence of the evolution of the meta-didactical praxeologies of the two communities involved in the teacher professional development program.

Pandangan dan Tantangan Guru dalam Penerapan Metode Socrates untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

Critical thinking skill is a major concern in education throughout the world, with the aim of preparing students for the learning context of the 21st century. However, many teachers have difficulty adopting this new teaching method. This qualitative research aims to investigate teachers' views and the obstacles they face when implementing the Socratic method, an inquiry-based learning approach, in the classroom. Researchers used a purposive sampling method to select five Indonesian language teachers and conducted semi-structured interviews. Data analysis shows that most teachers see positively the application of the Socratic method in improving students' critical thinking skills. However, they face challenges, especially related to knowledge of teaching materials, questioning skills, student participation, topic selection, and time constraints. Based on these findings, this research recommends the need for additional support for teachers, especially in terms of understanding Indonesian language subject matter and effective teaching skills while implementing the Socratic method in the classroom.

Applying PhET Interactive Simulations Media With A Guided Investigation Approach to Improve Student’s Critical Thinking Skills

The purpose of this research is implementation PhET Interactive Simulations Media with a Guided Inquiry Approach to Improve Students' Critical Thinking Skills" based on the description provided above. Physics Educational Technology (PhET) simulations is the virtual laboratory makes use of practical simulation principles to carry out engaging learning. By using an inquiry-based learning approach, students are trained to formulate problems, generate hypotheses, conduct experiments, gather data, analyze data, write and describe theories, and honestly follow rules so that the actions of the offenders mirror those of scientists. This study method is quasi-experimental, because it uses a guided inquiry learning strategy to assess how critical thinking abilities are improved when learning the pH of acid and base solutions. The study's conclusion is combining PhET Interactive Simulations media with a guided inquiry approach, the average learning outcomes are higher than when using a conventional learning.

Investigating the Impacts of Inquiry-Based Learning on Students' Understanding of Geographical Concepts

The inherent complexity of geography is encapsulated within the comprehensive curriculum frameworks that guide instructional methodologies in senior high schools. This exploration delineates the pedagogical trajectory within a distinct context, namely Class X-1 Sosial Science at Madrasah Aliyah Negeri (MAN) 20 Jakarta, encompassing a diverse cohort of 36 students, comprised of 16 males and 20 females. The Kemmis McTaggart action research model was utilized to examine the effectiveness of an inquiry-based learning approach in augmenting students' conceptual grasp of the dynamics of the hydrosphere. Preliminary observations from cycles I and II indicate a noticeable enhancement in students' geographical conceptualization, particularly with respect to hydrospheric phenomena. Initial reticence observed during the initial exposure to inquiry-based modalities transitioned into increased engagement in subsequent iterations. This shift was significantly influenced by the gradual integration of argumentative discourse in the learning process, indicating a critical interplay between methodological familiarity and student activation. This investigation highlights the crucial role of customized pedagogical strategies in unravelling the intricate tapestry of geographical knowledge, thereby fostering an enriched educational environment conducive to both cognitive and experiential learning in the field of geography.

Redesigning Laboratory Courses in Information Technology Program: An Inquiry Based Learning Approach

Laboratory courses in Information Technology programs are pivotal for hands-on learning and skill development. They prepare students for real-world applications, nurture critical thinking and teamwork, and offer practical problem-solving experiences. These courses bridge the gap between theory and practice, helping students become industry-ready and ethical technology professionals. However, challenges in the conduct of laboratory courses include limited access to resources like computers and software, maintaining up-to-date content in a rapidly evolving field, addressing diverse student backgrounds and abilities, preventing plagiarism and cheating, and managing large class sizes efficiently. These challenges can impact the quality of hands-on learning, require effective teaching strategies, and demand careful planning and adaptation to ensure a productive learning environment. Inquiry-based learning (IBL) is an educational approach that centers on active student engagement and exploration. It involves students posing questions, problems, or scenarios and then actively seeking answers or solutions through research, investigation, and critical thinking. Inquiry based learning, when implemented in lab courses promises to promote connection to the real-world problems, problem solving skills and application of engineering knowledge to solve complex problems. In this paper, a hybrid inquiry based approach is adapted for the conduct of three laboratory courses in B.Tech Information Technology Program. The implementation was experimented over different batches of around 390 students. The proposed approach resulted in significant improvement of the attainment of course outcomes. It also had profound impact on the transferable skills of the learners such as critical thinking, problem solving skills, attention to detail and management skills. The impact of the proposed approach is measured and the quantitative results demonstrate the effectiveness of the proposed instructional design. Keywords— Cloud Computing Lab;Computer Networks Lab; DBMS Lab;Design of Experiments; Inquiry based learning