Inquiry-based Learning Strategy Research Articles

Implementasi Strategi Pembelajaran Inquiry pada Mata Pelajaran Akidah Akhlak di MTs Pondok Pesantren Modern Darul Hikmah TPI Medan

This research aims to involve students directly in the learning process of Class VII students at MTs Islamic Boarding school Modern Darul Hikmah TPI Medan through the application of inquiry-based learning strategies to instill scientific skills and motivate students. This research uses qualitative methods with a phenomenological approach. The data collection methods used were interviews, observation, documentation and group discussions. Class VII students were participants in this research. The data analysis method in this research was carried out from pre-field implementation to completion in the field. Data validation was carried out using source triangulation. The data analysis used uses Hyberman's opinion, namely data reduction activities or making reports from start to finish which selects basic data found in the field, presents the data, reviews incomplete data, and finally draws conclusions. From the results of observations and interviews conducted by the author, it is known that the application of inquiry learning strategies increases students' learning motivation and increases their learning motivation.

InquiryGPT: Augmenting ChatGPT for Enhancing Inquiry-Based Learning in STEM Education

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students’ active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students’ knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students’ higher-order thinking skills and learning scores, proving that it significantly enhances students’ creativity, problem-solving abilities, critical thinking, and knowledge construction.

The Effectiveness of STEM Education Programs on Enhancing Critical Thinking Skills Among High School Students in Malaysia

In the 21st century, critical thinking has become an essential skill, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). This study investigates the effectiveness of STEM education programs in enhancing critical thinking skills among high school students in Malaysia. Using a quasi-experimental design, the research compares the critical thinking abilities of students enrolled in STEM programs with those in non-STEM tracks. The analysis, which includes both ANCOVA and propensity score matching, reveals that students in STEM programs significantly outperform their non-STEM peers in critical thinking assessments. These findings suggest that STEM education, when implemented with active and inquiry-based learning strategies, can play a crucial role in developing the cognitive skills necessary for success in the modern world. The study’s results have important implications for educational practices and policies in Malaysia, advocating for the continued investment in and refinement of STEM curricula

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.

Guided inquiry-based learning to enhance student engagement, confidence, and learning.

This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

Implementasi Strategi Pembelajaran Inquiry pada Mata Pelajaran Akidah Akhlak di MTs Pondok Pesantren Modern Darul Hikmah TPI Medan

This research aims to involve students directly in the learning process of Class VII students at MTs Islamic Boarding school Modern Darul Hikmah TPI Medan through the application of inquiry-based learning strategies to instill scientific skills and motivate students. This research uses qualitative methods with a phenomenological approach. The data collection methods used were interviews, observation, documentation and group discussions. Class VII students were participants in this research. The data analysis method in this research was carried out from pre-field implementation to completion in the field. Data validation was carried out using source triangulation. The data analysis used uses Hyberman's opinion, namely data reduction activities or making reports from start to finish which selects basic data found in the field, presents the data, reviews incomplete data, and finally draws conclusions. From the results of observations and interviews conducted by the author, it is known that the application of inquiry learning strategies increases students' learning motivation and increases their learning motivation

The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students’ Stage

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.

Learning and teaching strategies as related to language arts in China: A heterogeneity study

Based on data from a large-scale assessment of school quality in China, this study examined the differences in the impact of learning and teaching strategies on the students’ academic achievements between elementary and middle schools. Two-level hierarchical linear models and coarsened exact matching revealed three major findings: (a) Cognitive, meta-cognitive, and inquiry-based learning strategies were significant predictors of students’ academic achievements, and the effect sizes of these strategies were larger in middle schools; (b) Individualized instruction, participatory instruction, and guided inquiry teaching strategies were significant predictors of students’ achievements, and the effect sizes of these strategies were larger in elementary schools; (c) Overall teaching strategies significantly improved learning strategies, and the effects were greater in elementary schools. These findings call for more research on learning/teaching strategies to improve students' academic performance.

The Effect of Inquiry-Based Learning Strategy on EFL Tenth-Grade Students’ Reading Comprehension

This study examined the potential effect of Inquiry-Based Learning Strategy (IBL) on the tenth-grade students' reading comprehension. Two groups and a quasi-experimental design were used. Two complete sections of grade 10 students from a public Secondary School for Girls in Irbid was randomly assigned by the researcher. The experimental group of 30 students was chosen first, and then the control group of 30 students. A pre-post reading comprehension test was designed before and after the study in order to fulfill its goals. Additionally, the experimental group was taught using the IBL strategy, whereas the control group was taught using the traditional teaching methods recommended in the tenth-grade Teacher's Book. According to the findings, there were significant statistical differences favoring the experimental group over the control group. In light of the findings, the researcher recommended employing the IBL strategy to students with various levels and EFL skills.

Impact of Prolonged Professional Development on Teachers’ Confidence in Using Inquiry-Based Learning in the Classroom

Professional development (PD) programs for science and agriculture teachers designed around the inquiry-based learning (IBL) teaching strategy could help to improve science proficiency amongst our high school students. PD that continues over a longer period of time is more effective than short-term workshops. The purpose of this study was to explore the impact of a prolonged PD program on teachers’ confidence in using IBL strategies for teaching animal sciences content. The following research questions guided this study: RQ1: What were participants’ perceptions of a prolonged PD program? and RQ2: How did the prolonged PD program influence the participants’ confidence in using IBL? For this project, the teachers completed three online modules focused on best practices for using IBL in the classroom and then participated in a five-day in-person PD program that was offered in Tennessee and Nebraska during June and July of 2022. Basic qualitative methodology was used, and four focus groups were conducted. The following themes emerged: perceptions of the PD and confidence in using IBL. Allowing teachers to work through the IBL activities as students appeared to increase their confidence in using IBL to teach animal science concepts in the future.

Implementation of Inquiry Learning Method in Maharah al-Qiro'ah

Inquiry learning is a strategy student-centered learning as the subject of learning itself in Arabic subjects, especially reading skills (maharah al-qiro'ah. The students expectedly are able to read correctly and understand the content of the reading. In Arabic learning, there are four maharah (skills), including maharah al-qiro'ah, maharah al-kalam, maharah al-kitabah, maharah al-istima'. In this article, maharah al-qiro'ah was discussed, which focused on reading skills and also text understanding. Primary data sources in this research included interviews with teachers or instructors involved in maharah al-qira'ah using the inquiry method. Secondary data sources in this research encompassed books and literature related to maharah al-qira'ah learning and the inquiry method, scientific journals discussing the inquiry-based learning strategy in the context of Arabic language learning. Semi-structured interviews was involved in data collection techniques with teachers and learners, direct observation to document learning practices in the classroom and document analysis. Data analysis techniques used in this research included transcription of interviews and observation notes. The results showed that Inquiry learning was able to make the students active and think critically and independently. This research provided insights into the exploration and adaptation of the Inquiry learning method for Maharah al-Qiro'ah, offering a structured approach for teachers to enhance students' reading skills and comprehension, thus facilitating their ability to extract the main ideas from what they read. Additionally, this article emphasized the importance of methodological diversity in teaching, which can enhance student engagement and lead to better learning outcomes.

Project MBO (Mastery of Basic Operations) In Improving the Numeracy Level of the K-3 Elementary Learners

The Department of Education prioritizes improving literacy and numeracy in early learners, according to a joint research center funded by the Australian government and tasked with advising the government on improving the basic education system amid a pandemic. The rationale of the study is to improve the academic performance of the Key Stage 1 learners, encourage them to strive for excellence, and help them appreciate the application of different mathematical concepts in real-life situations. Furthermore, this integration of a new pedagogical approach reinforces the implementation of interactive approaches in classroom mathematics and other learning areas so learners' performance in mathematics will increase and improve to above mastery level. The study used a descriptive quantitative design. Instruments such as the EGMA tool and teachers' self-made supplementary material were employed to assess the efficacy of the inquiry-based learning strategy as measured by the mathematical achievement of K-3 Learners. The data showed significant differences between the learners’ performance before and after Project MBO implementation through the different interventions of the K-3 teachers, such as the validated instructional materials and interactive lessons. Based on the findings of the study, a compendium plan served as the output of the study.

Video-Based IBL and Conventional Approaches to Critical Thinking Skills in Terms of Gender

This research will describe the interaction of learning and gender approaches to the critical thinking skills of Science Elementary School students. This study used a quasi-experimental design method using a 2 x 2 factorial research design and saturated samples. Data were collected using the essay questions given at the beginning and end of the treatment. Test the hypothesis using Two way ANOVA. This study resulted in differences in critical thinking skills among students who were given treatment with video-based IBL approach in science learning is higher than conventional. Critical thinking skills among the group of female students outnumbered male students. There is no interaction effect of the video-based inquiry-based learning (IBL) strategy and gender on critical thinking skills. In the group of female students, the critical thinking ability of students who were given a video-based IBL approach was higher than conventional. In the group of male students, students who received a video-based IBL approach demonstrated greater critical thinking skills than conventional students. In the group of students who were given a video-based IBL approach, female students outperformed male students in critical thinking abilities. Male students have a stronger critical thinking capacity than female students in the group of students given the standard approach.

What learning strategies influence higher-order learning behaviours of medical students?

Aims The aim of this study was to explore the relationship between the application of learning strategies and the emergence of higher-order learning behaviours among medical students in Chinese provincial undergraduate colleges, while also examining the impact of social demographic variables on the development of higher-order learning behaviours and learning strategy preferences. Methodology We conducted a relevant cross-sectional study using the Chinese College Student Survey (CCSS) online questionnaire to evaluate higher-order learning behaviours and learning strategies in medical undergraduate students attending provincial colleges in China. A total of 992 valid questionnaires were collected and analysed using SPSS 22.0 (SPSS Inc., Chicago, IL). We performed statistical analysis using one-sample t-tests to compare the results with the national norm score for medical subjects in undergraduate colleges. We also conducted variance analysis and regression analysis. Results The study found that the average scores for higher-order learning behaviours, enquiry-based learning and receptive learning behaviour among medical undergraduate students in provincial colleges were higher than the national norm score for medical subjects, indicating a positive trend. However, the average scores for other indicators were lower than the national norm score. The utilization of learning strategies and the development of higher-order learning behaviours among students were affected by various factors such as grade and gender. The study suggests that the preference for certain learning strategies, such as enquiry-based, receptive, integrative and collaborative, can have a significant impact on the emergence of higher-order learning behaviours. Conclusions The study has demonstrated a positive correlation between the utilization of learning strategies and the development of higher-order learning behaviours. This relationship has been observed in medical students attending provincial undergraduate colleges, where the adoption of enquiry-based, receptive, integrative and collaborative learning strategies has been found to significantly influence the emergence of higher-order learning behaviours. KEY MESSAGES The implementation of learning strategies among medical students in provincial undergraduate colleges in China has a significant impact on high-level learning behaviours. The impact of high-level learning behaviours is reliant on comprehensive support from four distinct learning strategies: receptive learning, inquiry-based learning, comprehensive learning and collaborative learning. One of the most impactful learning strategies is receptive learning, particularly on high-order learning behaviours. On the other hand, reflective learning does not seem to have a significant effect. Changes in grades can significantly impact higher-order learning behaviours and affect the propensity for reflective and collaborative learning strategies. Females generally exhibit a greater preference for receptive learning strategies, while males tend to exhibit a greater preference for inquiry-based learning strategies

Inquiry-Based Learning (IBL) Approach in The Artwork Production of Visual Arts Education in Primary School Using Dry Media

Visual Arts Education (PSV) is a familiar topic at both the primary and secondary school levels. This course becomes one of the most crucial electives for helping students achieve their best degree of creativity. This study was done to assess the efficacy of inquiry-based learning (IBL) in the development of artworks utilising dry media. The choice of dry media was based on its extensive use in primary school art creation. In the study done by the researcher, a total of 25 respondents comprised of second-year students were chosen at random. This research collects both quantitative and qualitative data. This study's assessment tool was comprised of questionnaires and document analysis from respondents. In conclusion, the IBL strategy is believed to boost students' level of comprehension and motivation when producing Visual Arts Education (PSV) artworks utilising dry media.

The Effect of Inquiry-Based STEM Learning Strategy toward Students’ Writing Abilities at Eighth Grade of SMP Negeri 15 Bengkulu City

The objective of this study was to reveal the effects of Inquiry-Based STEM Learning Strategy toward students’ writing ability at the eighth-grade students of SMP Negeri 15 Kota Bengkulu. Quasi-experimental design was implemented in this study. Eight grade students of SMP Negeri 15 Kota Bengkulu were participated in this study. The findings revealed a significant difference between the writing abilities of students taught using the Inquiry-Based STEM strategy and the writing abilities of students taught simply using scientific approach which is used as conventional techniques. It was found from the post-test results that there was significant effect toward students' writing ability after receiving six treatments. The results independent sample test revealed that the Inquiry-Based STEM technique had a significant impact toward students' writing abilities. The mean pre-test writing skill score for the control and experiment groups was found to be slightly comparable. However, the writing score of the experiment group was higher than the control group. Thus, it can be concluded that Inquiry-Based STEM strategy gives positive effect toward students’ writing ability and is proved to be effective strategy in teaching writing. Finally, it is suggested that teachers comprehend and apply the Inquiry-Based STEM strategy while teaching writing because it has been demonstrated that this technique may improve the teaching learning process. It is also suggested that additional studies perform study on the use of the Inquiry-Based STEM method in various grades or schools.

GRAVI-STEM MODULE’S VALIDITY AND RELIABILITY

Abstract: The purpose of this study was to determine the validity and reliability of the Gravi-STEM Module, which was developed by employing Sidek’s Module Development Model. Three experts in the fields of teaching and learning (T&L) and STEM education evaluated the content validity of the module. A pilot study was carried out on 30 students in a secondary school where the students participated in all of the Gravi-STEM Module’s specified activities to examine the reliability of the Gravi-STEM Module. Then, the students’ feedback was evaluated by filling out a module’s reliability questionnaire. From the viewpoint of experts‘ consensus, the module had good content validity and excellent reliability, with content validity coefficients of 0.88 and module reliability coefficients of 0.95, respectively. All of the experts’ suggestions and comments were taken into account, and modifications were made so that it could be used as an effective STEM teaching module. This module is intended to be an addition to the present STEM integration module and to effectively contribute to teachers and students conducting T&L using a STEM approach. Moreover, this study intends to provide an insight into the application of STEM T&L based on an Inquiry-Based Learning (IBL) strategy that can assist the students in rectifying alternative concepts, improving Higher Order Thinking Skills (HOTS), and stimulating their interest specifically in the gravitation topic in the Standard Based Curriculum for Secondary Schools (KSSM) Physics subject.
 Keywords: STEM; module; physics; gravity; reliability

The Effect of the use of English as Language of Instruction and Inquiry-based Learning on Biology Learning in Sub-Saharan Africa Secondary Schools: A Systematic Review of the Literature

Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners’ biology learning outcomes. Despite this prominent goal, learners’ scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners’ language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners’ academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners’ conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools.

Inquiry Based Learning on Teaching Speaking to Students Second Semester of English Language Education

Ghe aims of this study to determine the implementation of inquiry based learning strategy in learning speaking on the materials speaking for specific purpose and analyze students' responses to the implementation of inquiry based learning strategy. This research is a type of field research, and the approach used is qualitative approach. The researcher obtained data by using the technique of observation checklist, questionnaires, and documentation. Then the researchers’ classified the data according to the identified problem. In addition, the data were compiled and then analyzed by using descriptive analysis method. The results of this study indicate that the implementation of inquiry based learning strategy in learning speaking can be implemented well in accordance with the existing concept. Implementation was done through the activities of students looking for or digging information about learning materials, teacher provide stimulus and motivation to students followed by giving questions to students by teachers. The next step teacher provide opportunities to students in turns to provide responses or practice a conversation have discussed by students in pairwork, and at the end of the lesson teacher provide learning conclusions and reinforcement of learning materials that have been implemented. Students’ response to the implementation of strategy inquiry based learning positive about the strategy applied in learning. It make student learning outcomes become increased.

The Effect of Inquiry-Based Learning Strategy on Developing Saudi Students’ Meta-Cognitive Reading Comprehension Skills

The main aim of the present study is to develop first year university students' meta-cognitive reading comprehension using inquiry-based learning strategy. Subjects of the study were 106 (53 males, 53 females) first year university students enrolled in two classrooms at colleges representing urban and sub-urban areas in Shaqra University. The present study adopted a quasi-experimental design with one-group. The results of present study showed that first year university students should have the following reading comprehension skills: guessing, description, analyzing and identifying the main idea. Accordingly, the suggested strategy was designed and used to develop these identified meta-cognitive reading comprehension skills. A reading comprehension test, based on the identified skills, was designed and used as a pretest and posttest. Findings of the present study showed that there were statistical differences between the students’ mean score on the pretest and posttest in favor of the posttest, and there were statistical differences between the students’ mean score on the posttest at the level of .05. This can be attributed to the effectiveness of using the inquiry-based learning strategy in developing students' meta-cognitive reading comprehension skills at the university stage.