Inquiry-based Learning Module Research Articles

Incorporating Hands-on, Inquiry-based Learning Modules into the Chemical Engineering Classroom

Incorporating Hands-on, Inquiry-based Learning Modules into the Chemical Engineering Classroom

Development of Inquiry Based Learning Module Theme 4 (Rights and Obligations) to Improve Student Learning Outcomes

This article aims to develop an inquiry-based learning module for theme 4 to improve the learning outcomes of class V students on valid and practical rights and obligations material. This type of research is Research and Development (development research). This inquiry-based theme 4 learning module was developed using 4-D. The research was conducted in the odd semester of the 2023/2024 academic year. Data collection was carried out by validating the developed inquiry-based module trials. The inquiry-based module design which had been designed according to the inquiry learning steps was validated by five experts and then tested in class V at SDN 02 Gunung Tuleh to determine the practicality of the inquiry-based module being developed. From the results of the research conducted, it is known that the inquiry-based learning module for theme 4 to improve the learning outcomes of class V students on rights and obligations material is in the very valid category with an average validity percentage of 88.55%. The modules that have been developed are categorized as very practical by teachers with an average practicality percentage of 91.67%, and are also categorized as very practical according to students with an average practicality percentage of 97.18%. Based on the validity and practicality test, the theme 4 inquiry-based learning module was declared very valid, indicating that the module developed can improve the learning outcomes of class V students.

Adjusting to Your Surroundings: An Inquiry-Based Learning Module to Teach Principles of Mechanobiology for Regenerative Medicine

Mechanobiology is an interdisciplinary field that aims to understand how physical forces impact biological systems. Enhancing our knowledge of mechanobiology has become increasingly important for understanding human disease and developing novel therapeutics. There is a societal need to teach diverse students principles of mechanobiology so that we may collectively expand our knowledge of this subject and apply new principles to improving human health. Toward this goal, we designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach students principles of cell–biomaterial interactions. This module was designed to be hosted in two 3-h sessions, over two consecutive days. During this time, students learned how to synthesize and mechanically test biomaterials, culture bacteria cells, and assess effects of matrix stiffness on bacteria cell proliferation. Among the 73 students who registered to participate in our IBL mechanobiology module, 40 students completed both days and participated in this study. A vast majority of the participants were considered underrepresented minority (URM) students based on race/ethnicity. Using pre/post-tests, we found that students experienced significant learning gains of 33 percentage points from completing our IBL mechanobiology module. In addition to gaining knowledge of mechanobiology, validated pre/post-surveys showed that students also experienced significant improvements in scientific literacy. Instructors may use this module as described, increase the complexity for an undergraduate classroom assignment, or make the module less complex for K-12 outreach. As presented, this IBL mechanobiology module effectively teaches diverse students principles of mechanobiology and scientific inquiry. Deploying this module, and similar IBL modules, may help advance the next generation of mechanobiologists.

Development of Inquiry-Based Natural Science Learning Modules on Classification Materials and Their Changes for Class VII Junior High School/MTs

The problems in this study are educators who have not used the science learning module in the teaching and learning process and the low learning outcomes of students because of the lack of students' ability to construct the knowledge they get. The aims of this study were: to know feasibility, to know practicality, to know the effectiveness of inquiry-based learning modules in material classification materials and their changes for class VII SMP/MTs in the learning process. This research is a development research using the 4D development model which consists of define, design, develop, disseminate. The instrument used is a validation questionnaire which includes aspects of content feasibility, language feasibility, and design feasibility, student response questionnaires and learning achievement tests. The feasibility of inquiry-based modules by lecturers as content and material expert validators obtained a score of 85 with a 100% achievement level in the "very feasible" category, while from subject teachers obtained a score of 88 with a 100% achievement level in the "very feasible" category, the linguist validator obtained a score 59 with an achievement level of 100% in the "very feasible" category and the design expert validator obtained a score of 88 with a 100% achievement level in the "Very feasible" category, practicality of the inquiry module on material classification material and its changes, small group test obtained a maximum score of 77 with the achievement level 67% in the "practical" category, field trials obtained a maximum score of 494 with an achievement level of 90 in the "very practical" category, the effectiveness of inquiry-based modules on material classicization and its modifications with a success rate of 84% in the "very effective" category.

Development of Inquiry-Based Physics Learning Modules on Linear Motion Materials for Senior High School Students

This study aims to produce valid, practical, and effective inquiry-based learning modules to improve students' understanding of the concept of rectilinear motion. This research uses the ADDIE model of Research and Development (RD). Data collection uses walkthroughs, questionnaires, and tests. The research subjects were students of class X MIPA 2 SMA Negeri 2 Babat Supat. Based on the data analysis, the learning modules developed were stated to be valid, practical, and effective. The results of the expert review obtained an average value of 87.5% which was categorized as very valid, one to one obtained an average value of 88% which was categorized as very practical, the small group obtained an average value of 89.8% which was categorized as very practical, and the field test was obtained the average value of the pre-test was 41.19, and the post-test was 79.04 with an average N-Gain value of 0.64 in the medium category.

Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module.

Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master's, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. Instructors can use this module, as described, to introduce undergraduate, master's, and PhD/postdoctoral trainees to principles of bioadhesives.

Validitas Modul Pembelajaran Berbasis Inkuiri pada Materi Pengelolaan Zakat Untuk Peserta Didik Kelas X SMA

This study aims to produce inquiry-based learning modules on zakat management materials for class X SMA/MA students and determine the level of validity of the resulting modules. This study uses research and development methods (Reserarch and Development) while the model used is a 4-D model, which consists of four stages, namely define (define), design (define), develop (development), and disseminate (dissemination). However, this research procedure is only carried out until the develop stage. The research subjects consisted of one expert lecturer in the field of Indonesian, one expert lecturer in the field of Fine Arts and one expert lecturer in the field of Islamic Religious Education. The data collection instrument used was a validity sheet. The results show that the inquiry-based learning module on zakat management material for SMA/MA class students is declared eligible after being validated by experts with a percentage of 86.66% with a very valid category.

Pengembangan E-Modul Berbasis Inkuiri Terbimbing untuk Meningkatkan Kemandirian Belajar dan Hasil Belajar Peserta Didik pada Materi Koloid

This study is a development research that aims (1) to develop a guided inquiry-based learning module in increasing learning independence and learning outcomes (2) to produce a guided inquiry-based e-Module which is valid, practical, and effective in increasing learning independence and learning outcomes. The development model used in this study is the ADDIE development model. The guided inquiry-based e-Module developed had gone through the validation stage by experts so that based on the validation results it is declared valid and based on the results of trials in class it is declared practical and effective. e-Modules and other research instruments are stated to have met the criteria for validity in valid category. Based on the research data, the e-Module have met the practicality criteria because the practicality test is related to: (a) the implementation of the guided inquiry-based learning e-Module with the average value of M=1.79 in the interval (1.5≤M≤2 ,0) with implemented entirely category; (b) positive teacher’s response with a percentage of 89% in very practical criteria; and (c) very positive students’ responses with a percentage of 81% in very practical criteria. The guided inquiry-based e-Module is stated to be effective because it has met the effectiveness criteria with the results: (a) increasing students' learning independence from before treatment 57.02% to 79.63% after the treatment; (b) the learning outcomes meet the effective criteria for the n-gain value with an increase in learning outcomes by 0.78 in high category. e-Module was developed with the help of 3D Pageflip Professional software. The guided inquiry-based e-Module that was developed includes elements consisting of: (1) cover, containing the identity of the colloid e-Module, (2) instructions for using the e-Module, (3) KD and learning indicators, (4) a brief Colloid material at certain meetings, (4) learning videos, and (5) learning activities.

Development of Guided Inquiry Based Learning Modules to Improve Environmental Attitude and HOTS

Education as the main foundation for individuals to develop their abilities. This research includes research and development (R&D) research. This Research aims to find out how the validity and effectiveness of guided inquiry-based learning modules to improve environmental attitudes and HOTS (Higher Order Thinking Skills) of students. This research used 32 students as sample. Data analysis in this study used descriptive qualitative analysis techniques. The implementation of this learning module shows an increase related to the attitude of caring for the environment and HOTS of students. The benefits of this research for educators are to provide a reference to learning models that are effective in increasing environmental attitudes of students and HOTS of students. The conclusions i this study are guided inquiry-based learning modules in environmental pollution lesson is valid and effective used to increase environmental attitudes of students and HOTS of students.

Science Teachers' Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module.

This study focuses on science teachers’ first encounter with computational modeling in professional development workshops. It examines the factors shaping the teachers’ self-efficacy and attitudes towards integrating computational modeling within inquiry-based learning modules for 9th grade physics. The learning modules introduce phenomena, the analysis of measurement data, and offer a method for coordinating the experimental findings with a theory-based computational model. Teachers’ attitudes and self-efficacy were studied using survey questions and workshop activity transcripts. As expected, prior experience in physics teaching was related to teachers’ self-efficacy in teaching physics in 9th grade. Also, teachers’ prior experience with programming was strongly related to their self-efficacy regarding the programming component of model construction. Surprisingly, the short interaction with computational modeling increased the group’s self-efficacy, and the average rating of understanding and enjoyment was similar among teachers with and without prior programming experience. Qualitative data provides additional insights into teachers’ predispositions towards the integration of computational modeling into the physics teaching.Electronic supplementary materialThe online version of this article (10.1007/s10956-020-09855-3) contains supplementary material, which is available to authorized users.

INQUIRY BASED LEARNING MODULE BASED ON SCIENCE OBJECT MATERIAL AND OBSERVATION OF ODD SEMESTER GRADE VII OF SMP/MTS

ABSTRACT
 This research discussed the Development of Inquiry Based Learning Module Based on Science Object Material and Observation of Odd Semester Grade VII of SMPN 13 Padang. This study aims to produce inquiry-based modules that can help students increase their interest in learning and independent learning in understanding subject matter, as well as investigating validity and practicality. This type of the research is the Ploomp development model which consists of three stages, namely preliminary research, prototype stage, and assessment phase. The research instrument was a questionnaire. The Observation was validated by a validator consisting of 2 lecturers at the Natural Sciences of UNP, and 2 science teachers at SMPN 13 Padang. The Practicality Test was conducted by science teachers and students of class VII at SMPN 13 Padang. Based on the results of the research conducted, an inquiry based learning module was obtained. The Product research by teachers based on the average ease of use of validity ,the efficiency of learning time and the benefits of using validity module are very high. The Product research by students based on average ease is very high.
 © Department of Science Education, Universitas Negeri Padang
 Keywords: module, the object of natural science and its observations, and inquiry based learning.

Inquiry Based Learning Module to Empower Cooperation Skills

The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. Cooperation skills in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.

Pengembangan Modul Pembelajaran Ekonomi Berbasis Guided Inquiry Untuk Meningkatkan Hasil Belajar Siswa Kelas Xi MA NW Sukamulia Tahun Pelajaran 2017/2018

This study aims to: 1) analyze the development of guided inquiry-based economic learning module to improve student learning outcomes of grade XI MA NW Sukamulia; 2) to analyze the effectiveness of the use of guided inquiry-based economic learning module to improve student learning result of class XI MA NW Sukamulia. The study of the development of this economic learning module using the modified Borg and Gall procedure consists of 8 stages: 1) preliminary research and information gathering, 2) planning, 3) development of initial product form, 4) limited testing, 5) revision of the main product , 6) extensive test, 7) revision of operational product, 8) field test. Data analysis used during development is descriptive analysis, module feasibility analysis based on criteria score, and analysis of student learning result using t-test. Based on the results of descriptive analysis of economic learning modules based on guided inquiry concluded that the validation of design experts / views as much as 4.6% with good criteria, material experts as much as 3.7% with good criteria. After obtained the validation results can then be done field trials. Based on the results of the experiment, there were 35 complete students and 5 unfinished students with an average score of 81.2% and 87.5% classical percentage. Judging from the results of learning, the use of teaching materials is also an impact on student learning outcomes. This shows that the economic learning module as a result of development can help facilitate the students in learning. Result of questionnaire of student requirement analysis, from 40 respondents obtained total 320 for "yes" response with 80% percentage, and total 90 for "no" category with percentage of 22,5%. The result of questionnaire of student response to economic learning module based on guided inquiry, from 40 respondents obtained total 250 for "yes" response with 73,2% percentage, and total 74 for "no" category with percentage 26,4%. Thus it can be said that the learning module based on guided inquiry get positive response from the students. This shows that the learning module based on the results of economic development further improve the value of students' economic learning outcomes than without using guided inquiry based learning module. The conclusion of this study is a guided inquiry-based economic learning module used to improve student learning outcomes and economic learning modules based on effective guided inquiry to improve learning outcomes.

The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

Factors Promoting Increased Rate of Tissue Regeneration: The Zebrafish Fin as a Tool for Examining Tissue Engineering Design Concepts

Student interest in topics of tissue engineering is increasing exponentially as the number of universities offering programs in bioengineering are on the rise. Bioengineering encompasses all of the STEM categories: Science, Technology, Engineering, and Math. Inquiry-based learning is one of the most effective techniques for promoting student learning and has been demonstrated to have a high impact on learning outcomes. We have designed program outcomes for our bioengineering program that require tiered activities to develop problem solving skills, peer evaluation techniques, and promote team work. While it is ideal to allow students to ask unique questions and design their own experiments, this can be difficult for instructors to have reagents and supplies available for a variety of activities. Zebrafish can be easily housed, and multiple variables can be tested on a large enough group to provide statistical value, lending them well to inquiry-based learning modules. We have designed a laboratory activity that takes observation of fin regeneration to the next level: analyzing conditions that may impact regeneration. Tissue engineers seek to define the optimum conditions to grow tissue for replacement parts. The field of tissue engineering is likely to benefit from understanding natural mechanisms of regeneration and the factors that influence the rate of regeneration. We have outlined the results of varying temperature on fin regeneration and propose other inquiry modules such as the role of pH in fin regeneration. Furthermore, we have provided useful tools for developing critical thinking and peer review of research ideas, assessment guidelines, and grading rubrics for the activities associated with this exercise.

An Inquiry-Based Learning Module for General Mathematics: Its’ Development and Evaluation

An Inquiry-Based Learning Module for General Mathematics: Its’ Development and Evaluation