Inquiry-based Learning Model Research Articles

Developing Inquiry Basic Learning Models To Improve Skills Writing For Class Iv Students At Sd Negeri 2 Bungatan

This study aims to investigate the use of the inquiry-based learning model in writing activities. This is because the inquiry-based learning model is often used for learning science and mathematics, but in the application of the Indonesian language is rarely used. Many efforts can be done to improve Indonesian language learning, especially in writing skills. One of them is through the inquiry-based learning model. To present it attractively, preparation is required, starting from selecting materials, preparing a place, preparing a model, and presenting writing activities. The method used in this research is a mixed method which is combining of quantitative and qualitative methods. The research subjects were fourth-grade elementary school students consisting of 36 students in the experimental class and 36 students in the control class. Quantitative methods are applied to analyze data type intervals for student learning outcomes, while qualitative methods are applied to analyze ordinal data types for writing skills. Model validation is done by calculating the average assessment of experts and teachers, while the effectiveness of learning done by utilizing the results of individual student-written tests. The inquiry-based learning model is proven to be valid, practical, and effective according to the requirements of the learning steps. The results showed that there were significant differences between the two classes that applied the inquiry-based learning model and the conventional learning model. The results showed that the percentage of speaking skills for the control class was 82% the frequency of writing activities, the quality of students' writing was 84%, 84% writing creativity, and essay writing skills was 86%. While the experimental class was 90% the frequency of writing activities, the quality of the students' writing was 92%, the writing creativity was 92%, the writing skills were 94%. This shows that the application of the inquiry learning model can improve students' writing skills

Implementation of guided inquiry learning model to exercise students critical thinking skills on reaction rate material

The goal of this study is to explain how the inquiry-based learning model is put into practice, student activities during learning, critical thinking skills learning results, and learning outcomes in knowledge. Students in class XI­-IPA 5 SMA Negeri 1 Menganti Gresik Jawa Timur were the study's subjects. This type of study uses a pre-experimental design with a One-Group Pretest-Posttest Design. Data analysis using percentage techniques, normality tests, N-Gain, and paired sample t-test showed a sig value of 0.000. (1) The quality of the guided inquiry learning model implementation was 93% in Phase 1.94% in Phase 2.93% in Phase 3.91% in Phase 4.88% in Phase 5, and 90% in Phase 6, according to the findings of this study; (2) Relevant student activities dominate irrelevant student activities; (3) The average value of N-gain on the interpretation indicator of 0.80 (high), inference of 0.84 (high), analysis of 0.74 (high), and explanation of 0.76 (high) indicates that students' critical thinking skills have improved; (4) In the area of knowledge, learning outcomes of students achieved classical completeness of 91.43%, which exceeded the Minimum Completeness Criteria.

Research Based Learning: Added Value in Students' Science Critical Thinking Skills

Many new learning models in the 21st century have emerged in improving students' academic skills, one of which is research-based learning (RBL). This pedagogic and constructivist model connects research and learning in improving students' critical thinking skills (CTS). The results of the study show that studies in empowering students' CTS using RBL are still limited. Therefore, exploration and deeper measurement of CTS with the RBL model were carried out through this study. The purpose of this study was to improve students' CTS using the RBL learning model. The results of the ANCOVA test showed that there was an effect of the RBL model in improving students' CTS. Descriptive data also shows that the average value of CTS is 72.70 using RBL, while students who take part in learning using conventional models show an average value of critical thinking skills of 58.30. Thus, RBL can be recommended in increasing the CTS of elementary school students in science learning.

Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary studies

Has successfully created the INoSIT learning paradigm to increase students' science literacy competency. This design aims to integrate information and communication technology (ICT) with inquiry and nature of science (NoS) models to teach scientific literacy to junior high school students using a multi-representation method. The BSCS 5E model (Involvement of Biological Science Curriculum Study, Exploration, Explanation, Elaboration, and Evaluation) and the IBL model (Investigation-based learning) have many phases whose implementation requires many processes. So, the INoSIT model is designed to simplify multiple phases or sub-phases. As a result, IBL (inquiry-based learning) is ineffective and inefficient in terms of learning time. It is also challenging to teach scientific literacy of abstract concepts using this method. The study employs a descriptive analysis method in conjunction with a literature review pattern. The INoSIT model with the syntax Eliciting, Hypothesis, Testing Hypothesis, Elucidation, and Reflection was created from the results of the investigation of the weaknesses of the BSCS 5E (Biological Science Curriculum Study Engagement, Exploration, Explanation, Elaboration, and Evaluation) and the IBL (Inquiry-based learning) models. To construct students' knowledge of literacy and the study is anticipated to contribute to creativity, originality, and the development of a proclivity for inquiry and research

Inquiry-Based Learning Untuk Meningkatkan Hasil Belajar Keterampilan Dasar Pada Pelajaran Tindakan Keperawatan

In the Millennial era, learning should prioritize learning based on student-centered approaches based on self-direct learning, namely the Inquiry-based learning (IBL) model. This model is expected to enable students to apply self-direct learning. The purpose of this study was to determine the implementation of learning in Nursing Action Basic Skills Subjects for Patient Bed Preparation, to determine the application of the IBL model, and to determine the improvement of student learning outcomes in the 2021/2022 academic year. This research is classroom action research using cycles. The final result of this research is that the implementation of learning with the Inquiry-based learning model gives an excellent impression for students, with a percentage of 70% of the questionnaires, while the learning outcomes in the first cycle with 77% completeness and in the second cycle with 100% completeness. The percentage increase in learning outcomes from each cycle is 15.7% in the first cycle and 11.6% in the second cycle.

Developing Jurisprudential Inquiry Based Learning Model of Teaching Fiqh at Madrasah Tsanawiyah

Learning is the most significant activity in education. Through learning activities, the goals of education are achieved. Students’ success in learning mostly depends on their mastery to learn independently and on how they manage their study. The research aims to develop learning model at Madrasah Tsanawiyah, to make the learning process triggers students to be more creative and study better. The method used in the research refers to the nature of Research and Development. The steps of the study are preliminary study, development, and product test. The study found that the development of a jurisprudential inquiry-based learning model for learning Fiqh helps students to improve their learning outcomes. The model has significantly proven effective to support students’ behavior change, thus their achievement increases.

A Causal-Comparative Study of Inquiry-Based Science Learning Based on Levels of Students' Cognitive Learning Outcomes: Systematic Review

The effect of inquiry-based learning models on cognitive learning outcomes has been discussed for a long time. However, in local research, this effect is more focused on comparing inquiry-based learning models with traditional learning models. Given such studies' rarity, this study seeks to compare the various inquiry levels to cognitive learning outcomes. This study aims to determine the differences in students' cognitive aspects between structured inquiry and guided inquiry-based science learning models. The research method used is a causal-comparative method, with a sample search technique in the systematic review. The sample used is secondary data in the form of undergraduate theses that have passed the selection and come from the Biology Education program at least accredited B with the research theme of the effect of inquiry learning models on high school students' cognitive learning outcomes. The research findings reveal significant differences in cognitive learning outcomes between the structured inquiry (SI) and guided inquiry (GI) learning model. The processing is more complicated in the GI learning model, allows students to perform better in learning outcomes than the SI learning model. Significant differences were supported by calculating the effect size in this study. The effect size in studies that apply the SI learning model belongs to the medium category. Meanwhile, the effect size in studies using the GI learning model belongs to the large to extremely large categories

PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY DAN MODIFIED FREE INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI PENCEMARAN LINGKUNGAN DI SMA NEGERI 1 KOTAPINANG

This study aims to determine the effect of inquiry based learning model on students’critical thinking skill of the environmental pollution topic at SMA Negeri 1 Kotapinang. The research method used is quasi experiment with sample as much as 3 classes, those are taken by using the technic of cluster random sampling. Guided inquiry based learning model is taught in class X-1, modified free inquiry based learning model is taught in class X-2, and traditional based learning model is taught in class X-3. The instruments are used in this study are critical thinking skill test which form multiple choice. The technique of data analysis used in this study is analysis covariat by using the program of SPSS 23.0 for Windows. The study results showed that there is effect of inquiry based learning model on students’critical thinking skill (F=26.015; P=0.000). Students’ critical thinking skill that were taught by guided inquiry based learning model (75.00 ± 8.701) not different significant with modified free inquiry based learning model (79.03 ± 8.930) (P=0,161), and not different significant with traditional based learning model (70.00 ± 10.142) (P=0,062). But different very significant between modified free inquirybased learning model with traditional (P=0,000). The result of this study is expected from the teachers to apply guided inquiry or modified free inquiry based learning model when they are teaching environmental pollution topic in order to increase students’critical thinking.

The Influence of Inquiry-based Learning Model on Self-Efficacy and Scientific literacy of High School Students

This study aimed to determine the effect of the inquiry-based learning model on high school students’ self-efficacy and scientific literacy. This research employed the quasi-experimental research design with a non-equivalent control group design. The purposive sampling technique determined the samples. The research data analysis was carried out quantitatively using the four-tier test to measure scientific literacy. Also, a non-test instrument was used in the form of a questionnaire to measure the level of self-efficacy. The hypothesis testing was used to determine whether the model affected students' self-efficacy and scientific literacy.The analysis result of MANOVA obtained the significant value of self-efficacy was 0.001 0, 05 and the significant value of scientific literacy was 0.000 0.05. therefore, H0 was rejected, and H1 is was accepted. Based on these results, it can be concluded that the inquiry-based learning model affected students’ self-efficacy and scientific literacy.

The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

Inquiry-based learning has been tested to improve conceptual understanding, reduce misconceptions, and provide students with experiences in scientific work. However, in its implementation, inquiry-based learning is often faced with scientific facts from the real world with data which hard to analyze using traditional methods. Therefore, a breakthrough is needed to overcome the weaknesses of inquiry-based learning by integrating digital analysis tools and the concept of real-world learning. This integration produces a new learning model, the Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI). This study aims to test the feasibility and practicality of the Digita-RI learning model. This Research and Development (R&D) use the steps proposed by Barg and Gall. The feasibility test of the Digita-RI model was carried out through the Focus Group Discussion (FGD) method and the assessment of the Digita-RI model book involving seven experts. The practicality test was carried out through the Think Aloud Protocol (TAP), and the assessment of the Digita-RI model guidebook involved five practitioner lecturers and six students. The results of expert, practitioner, and user assessments were analyzed using the Aiken coefficient (Aiken’s V). The results showed that Digita-RI is a feasible and practical learning model. Therefore, it can be concluded that Digita-RI has the feasibility and practicality to be used in science learning in the classroom.

EXPLORING THE EFFECTS ON FIFTH GRADERS’ CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION

The inquiry-based learning model can facilitate students’ understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students’ beliefs about the nature of the process of knowledge in science education. However, whether the “prediction-observation-explanation” (POE) inquiry-based learning model can facilitate fifth graders’ concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders’ science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners’ SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors. Keywords: inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs

LEARNING PHYSICS USING RESEARCH-BASED MODELS WITH SCIENTIFIC APPROACHES TO IMPROVE STUDY PROBLEM SOLVING SKILL

The development of learning tools is one of the abilities that must be possessed by teachers in each education unit in order to develop students' abilities in carrying out research-based learning. One tool that can support this goal is a learning tool based on research-based learning models with a scientific approach. The purpose of this study is to develop high school physics learning tools using a lerning based research model with a scientific approach with valid, practical and effective criteria. The type of research used is research and development. The results of research on the analysis of students obtained that class students have been able to develop the ability to solve problems. In the validity test obtained an average percentage of RPP 85.79%, an average handout of 85.68%, an average LKS of 86.20%, and an average rating of 87.50%. Practicality test results obtained an average percentage of the implementation of the RPP is 89.16%, the average teacher response questionnaire 90.83%, and the average student questionnaire response 88.33%. Furthermore, the results of the effectiveness test were obtained from an attitude competency assessment with an average of 86.50%, an average assessment of knowledge competence 87.50%, an average competency assessment of 89.50%. The research shows that the High School Physics Learning Tool uses a research-based learning model using a Scientific approach to the material characteristics of waves which are in the category of very valid, very practical, and very effective so that it is feasible to be applied in the learning process.

Application of Inquiry-Based Learning Models to Improve Student Learning Outcomes

Penelitian Tindakan Kelas (PTK) yang berjudul “Penerapan Model Pembelajaran Berbasis Inquiri untuk Meningkatkan Hasil Belajar Siswa Kelas XII MIPA SMA Negeri 1 Singkep Tahun Pelajaran 2019/2020” merupakan salah satu usaha untuk meningkatkan mutu pendidikan khususnya peningkatan nilai peserta didik dalam memahami Unsur Periode 3 dan Unsur Transisi Periode 4. Hal ini dilakukan karena banyaknya peserta didik bahwa masih banyak siswa di kelas tersebut yang belum mencapai KKM yang ditetapkan sekolah yaitu 72. Pada Materi terkait dengan kimia pokok bahasan Unsur Periode 3 dan Unsur Transisi Periode 4, siswa yang mencapai KKM hanya 17 siswa (63%) dari 27 siswa (Sumber: Data Indeks Pencapaian Hasil Belajar Siswa). Penelitian ini dilaksanakan di SMA Negeri I Singkep, Kecamatan Singkep Kabupaten Lingga kelas XII MIPA 3. Penelitian dilakukan pada semester II tahun ajaran 2019/2020. Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan yang alurnya sebagai berikut: membuat perencanaan tindakan, melaksanakan tindakan dalam pembelajaran, mengadakan pengamatan terhadap pelaksanaan tindakan, dan merefleksi pelaksanaan tindakan. Hasil refleksi tersebut digunakan untuk mengambil keputusan untuk siklus selanjutnya. Data (pengamatan), dan penelitian berupa dokumentasi perencanaan, hasil observasi hasil menulis. Instrumen pengumpul data utama adalah peneliti, sedangkan instrumen pununjangnya adalah RPP, Lembar observasi, dokumentasi, dan analisis hasil evaluasi Hasil penelitian menunjukkan bahwa meningkatkan hasil belajar pada materi Unsur Periode 3 dan Unsur Transisi Periode 4, hal ini ditunjukkan adanya peningkatan yang mencapai KKM siklus I 62,96% meningkat menjadi 78,57% pada siklus II.

Application of Inquiry-Based Learning Models to Improve Student Learning Outcomes

Penelitian Tindakan Kelas (PTK) yang berjudul “Penerapan Model Pembelajaran Berbasis Inquiri untuk Meningkatkan Hasil Belajar Siswa Kelas XII MIPA SMA Negeri 1 Singkep Tahun Pelajaran 2019/2020” merupakan salah satu usaha untuk meningkatkan mutu pendidikan khususnya peningkatan nilai peserta didik dalam memahami Unsur Periode 3 dan Unsur Transisi Periode 4. Hal ini dilakukan karena banyaknya peserta didik bahwa masih banyak siswa di kelas tersebut yang belum mencapai KKM yang ditetapkan sekolah yaitu 72. Pada Materi terkait dengan kimia pokok bahasan Unsur Periode 3 dan Unsur Transisi Periode 4, siswa yang mencapai KKM hanya 17 siswa (63%) dari 27 siswa (Sumber: Data Indeks Pencapaian Hasil Belajar Siswa). Penelitian ini dilaksanakan di SMA Negeri I Singkep, Kecamatan Singkep Kabupaten Lingga kelas XII MIPA 3. Penelitian dilakukan pada semester II tahun ajaran 2019/2020. Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan yang alurnya sebagai berikut: membuat perencanaan tindakan, melaksanakan tindakan dalam pembelajaran, mengadakan pengamatan terhadap pelaksanaan tindakan, dan merefleksi pelaksanaan tindakan. Hasil refleksi tersebut digunakan untuk mengambil keputusan untuk siklus selanjutnya. Data (pengamatan), dan penelitian berupa dokumentasi perencanaan, hasil observasi hasil menulis. Instrumen pengumpul data utama adalah peneliti, sedangkan instrumen pununjangnya adalah RPP, Lembar observasi, dokumentasi, dan analisis hasil evaluasi Hasil penelitian menunjukkan bahwa meningkatkan hasil belajar pada materi Unsur Periode 3 dan Unsur Transisi Periode 4, hal ini ditunjukkan adanya peningkatan yang mencapai KKM siklus I 62,96% meningkat menjadi 78,57% pada siklus II.

The Implementation of Research-Based Learning Model in the Basic Science Concepts Course in Improving Analytical Thinking Skills

<p style="text-align:justify">This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.</p>

Validity of Student Worksheet Inquiry Based Learning Model with Scientific Approach Integrated Creative Thinking Skills for Grade XI Physics Learning on 21st Century

One of the success factors of learning is the use of learning resources in the form of worksheets that are able to guide students in investigating and solving problems. Choosing a model and approach that is integrated with the ability to think creatively is also another factor that also supports the success of learning. Based on the analysis of student needs and characteristics, as well as the limitations of previous validation studies, an inquiry-based learning model with scientific approach integrated creative thinking skills can be a problem solution. The purpose of this study was to produce worksheets based on an inquiry-based learning model with scientific approach integrated creative thinking skills in the valid category. The research method used is descriptive statistics. The instrument used was a validation sheet that was filled in by the experts. The validity of the worksheets is obtained from the feasibility of the content, presentation, language and graphics components. The average validation of the LKS for the four components was 0.83 by development experts. Therefore, a worksheet based on an inquiry-based learning model with scientific approach integrated creative thinking skills is produced, the ability to think creatively in the valid category.

APPLICATION OF INQUIRY BASED LEARNING MODEL USING STEM APPROACH TO REDUCE STUDENTS' INTRINSIC COGNITIVE LOAD

This study is an experimental research using a quasi-experimental design with the type of non-equivalent control group pretest-posttest. This research aims to reduce Intrinsic Cognitive Load (ICL) through Inquiry Based Learning (IBL) model based STEM approach. This research was conducted at SMA Negeri 1 Seputih Banyak with the research subjects of class X IPA 1 students and X IPA 4. An data Intrinsic Cognitive Load obtained from essay the pretest-posttest (Task Complexity worksheet). Cognitive load test data analysis was performed using the data normality test, N-gain test and hypothesis test using the Paired Sample T-Test. The experimental class implements the Inquiry Based Learning model based audio and visual using STEM approach while the control class is nonaudio and visual. The results showed by the average value of N-Gain Intrinsic Cognitive Load (ICL) in the experimental class was 0.63 with the moderate category and the control class was 0.18 with the low category. Based on data analysis, can be concluded that there is a positive influence in the form of a decrease in the cognitive load Intrinsic Cognitive Load (ICL) in the experimental class using the Inquiry Based Learning model plus an audio and visual based STEM approach.

On student’s metacognition skill in solving division operation under the research-based learning implementation

The HOTS (Higher-order thinking skill) is significantly important, especially in the twenty century. One of the indicators of HOTS is metacognition skill. This skill is related to how students can understand and control their learning styles and mechanisms. However, encouraging the rise of students’ metacognition skills is considered to be a challenging task for a teacher. Therefore, this research aims to develop the students’ metacognition skills under the implementation ofthe RBL (Research-Based Learning) model of teaching in solving division problems. This research uses a mixed-method combining a quantitative and qualitative approach in mathematics. The research subjects consisted of a control class of 28 students and an experimental class of 28 students. Data collection techniques utilizedtests, questionnaires, observation, and last interviews. The results show that after the implementation of the RBL model of learning, the percentage of students metacognition skills of the control class is classified as follows: very well developed is 7% of the number of students, well developed is 48%, developed 38%, fairly developedis 7 %, poorly developed is 0 % and very poorly developed is 0%. The experimental class gaining very well developed is 33 % of the number of students, well developed is 55%, developed is 10%, fairly developed is 2%, poorly developed is 0% and very poorly developed is 0%. The statistical analysis of the two classes indicates that the inferential t-test shows that the GIS (2-tailed) value is 0.000 (P ≤ 0.05). It implies there is a significant effect of RBL application on the students’ metacognition skills. Students under RBL implementation showed their metacognition skills higher than the students without RBLin solving division problems.

Penyusunan Unit Pembelajaran Inquiry Based Learning Berorientasi Kemampuan Abad 21

The context of learning in the 21st century directs teachers to think whether they will continue to play the role of "sage-on-the-stage". In connection with teacher competencies and the implementation of inquiry-based learning (IBL), in the teaching and learning process Physics teachers should be able to make learning designs suitable for inquiry learning in the 21st century. However, the form of IBL tools compiled by Physics teachers is not yet oriented towards 21st century abilities needed by students. Based on the results and discussion, it is known that 1) high school physics teachers in Bandar Lampung already know and have knowledge of the IBL model, 2) almost all high school physics teachers have applied IBL-based science learning even though they have not fully understood each IBL syntax and are not yet oriented 21st century skills, 3) there is an increase in teacher knowledge about IBL after the implementation of technical guidance, and 4) the need for further assistance in overcoming teacher obstacles in making IBL-based learning units or devices oriented towards 21st century abilities.

Validity of interactive student worksheets based on inquiry based learning models to improve knowledge competence

Physics learning activities have not been carried out optimally as seen from the low competency of students’ knowledge. This is due to the lack of available teaching materials that fit the needs of students, the available teaching materials are very limited because they do not take advantage of technological developments and there is no model in them, so learning is not entirely student centered. Utilization of technology is one of the efforts to facilitate learning in accordance with the needs of students by developing non-printed teaching materials in the form of interactive student worksheet based on inquiry based learning models. The purpose of this research is to produce an interactive student worksheet based on a valid inquiry based learning model. This type of research is research and development using the ADDIE model. The method used in this research is descriptive statistics. The validity of the interactive student worksheet is assessed by three experts using a validity questionnaire. The validity of the interactive student worksheet is analyzed using the Aiken’s V. formula. The validation results show that the material validity aspect is 0.87; visual display 0.89; and learning design 0.85. Based on the analysis of the validity of interactive student worksheets data, an average of 0.87 is in the valid category. Thus, Interactive Student Worksheets based on inquiry based learning model can be implemented in physics learning to increase knowledge competence.