Inquiry Learning Model Research Articles

Impacts of The POGIL Learning Model Combined With a SETS Approach on Chemical Literacy and Science Process Skills in The Context of Buffer Solutions

<p>This study evaluates the impact of the Process Oriented Guided Inquiry Learning (POGIL) model combined with a Science-Technology-Society-Environment (SETS) approach on chemical literacy and science process skills within buffer solutions. Employing a quasi-experimental design with a nonequivalent control group, the research involved 71 students divided into experimental and control groups. Cluster random sampling was utilized for participant selection, and Multivariate Analysis of Variance (MANOVA) was applied to test the hypotheses. The findings reveal a significant effect of the POGIL learning model integrated with a SETS approach on simultaneously enhancing students' chemical literacy and science process skills. This outcome is substantiated by the MANOVA results, which indicate a significance level of 0.000, falling below the threshold of 0.05, thereby leading to the rejection of the null hypothesis (H0). Notably, the experimental group demonstrated significant improvements compared to the control group. Chemical literacy in the experimental group reached 79.90%, significantly higher than the 62.53% observed in the control group. Additionally, the N-gain scores for the experimental and control groups were 0.70 and 0.32, respectively, categorized as high and medium. Furthermore, the percentages of science process skills were 91.61% in the experimental group and 82.37% in the control group, both in the very good category. These results underscore the effectiveness of combining POGIL with a SETS approach in elevating chemical literacy and science process skills, suggesting this method is a potent educational tool in chemical education.</p>

THE INFLUENCE OF A GUIDED INQUIRY LEARNING MODEL ON STUDENT MOTIVATION AND LEARNING OUTCOMES ON SOLAR SYSTEM MATERIAL

This research aims to determine the effect of the guided inquiry learning model on student motivation and learning outcomes at Junior high school 2 Piyungan. This research uses a quantitative approach with a quasi-experimental type of research in the form of Nonequivalent Control Group Design. The population of this study were all students in class VII of Junior high school 2 Piyungan with a sample of 64 students. The research instruments used were test instruments in the form of multiple choice questions and non-test instruments in the form of questionnaires. The data analysis technique used in the research is descriptive statistical analysis and inferential data analysis using the Paired Sample t-test and MANOVA test. The research results were analyzed using statistical analysis showing that the average value of learning motivation and learning outcomes for experimental class students was greater than that of the control class. These results are supported by the results of inferential analysis using the MANOVA test which shows a sig. (2-tailed) 0.000 < 0.05. This means that H0 is rejected and Ha is accepted. Thus, it can be said that the guided inquiry learning model influences student motivation and learning outcomes. This research can be used as a reference for further research regarding the influence of the guided inquiry learning model on student motivation and learning outcomes.

Development of an E-Module Based on a Guided Inquiry Learning Model in Natural Science Subjects in Elementary Schools

The research was carried out based on facts found in the field regarding the science and science learning process which still lacks teaching materials. The lack of teaching materials or media used in learning causes learning in class to become less active. Apart from that, teachers also do not use learning models that improve students' ability to think critically, which results in students being less active in class. This research uses the ADDIE Model which consists of five steps, namely analysis, design, development, implementation and evaluation. The results obtained from this research are E-Modules based on the Guided Inquiry Learning Model which are valid, practical and effective. The product validity results obtained from three experts, namely media experts, material experts and language experts respectively were 90.38 %; 91.67%; and 100% with a very valid category. In terms of product practicality, the E-Module is in the very practical category with teacher response practicality results of 88.33 % and student response practicality results of 88.35%. The effectiveness results obtained in this research also show that the product developed is very effective for use in the learning process.

Implementation of an Integrated Guided Inquiry Learning Model in Generic Science Skills to Improve HOTS

This research aims to determine the effect of evaluation of prior knowledge and student worksheets on students' high order thinking skill (HOTS) expressed in the form of learning outcome evaluation using an integrated guided inquiry learning model of generic science skills. The research design used is a dual paradigm with two independent variables, namely evaluation of prior knowledge with student worksheets, and one dependent variable, namely learning outcome evaluation. This research was carried out at SMA Negeri 14 Medan in the 2022/2023 academic year with the research population being all students in class XI Science and the sample in the research was class XI Science 3 which was obtained through a purposive sampling technique. The instruments used in this research consisted of the evaluation of prior knowledge with learning outcome evaluation each have 30 questions and the student worksheets has 15 questions. The research results show that there is a significant influence between evaluation of prior knowledge and student worksheets on students' higher-order thinking skill. Apart from that, there are also differences in higher order thinking skill between students with low evaluation of prior knowledge and students with high evaluation of prior knowledge.

The Influence of Process-Oriented Guided Inquiry Learning on Eleventh Grade Students’ Chemical Literacy

This study is driven by Indonesia’s low scientific literacy, as indicated by its PISA score. The deficiency in chemical literacy is attributed to the ineffective and limited application of learning models. Its objective is to assess the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model on students’ chemical literacy regarding salt hydrolysis. Conducted in May 2023 at a public high school in Jakarta, the study employed a quasi-experimental design, randomly assigning two sample classes, XI MIPA-1 as the experimental group and XI MIPA-3 as the control group, using the flipping coin method. Each class comprised 36 students. The chemical literacy assessment utilized multiple-choice tests, and data analysis was performed via t-test. The findings demonstrated that POGIL positively influenced students’ chemical literacy in salt hydrolysis among grade 11 students, suggesting its effectiveness in enhancing chemical literacy. Consequently, it is suggested that educators adopt the POGIL model to improve students’ chemistry literacy across various chemistry topics based on these results.

The Effect of Teaching Materials for Chemical Equilibrium Based on Spiritual Values on Student Learning Outcomes in the Guided Inquiry Learning Model

This research was motivated by the low learning outcomes and spiritual attitudes of students. This research aims to determine the effect of chemical equilibrium teaching materials based on spiritual values on student learning outcomes and students' spiritual attitudes in the guided inquiry learning model, as well as seeing the relationship between students' spiritual attitudes and student learning outcomes. This type of research uses research methods using a sample of 60 students. The data collection methods used were (1) interview observation, (2) student spiritual questionnaire, (3) test instruments. The results of the research show that chemical equilibrium teaching materials based on spiritual values in the guided inquiry learning model have an influence on students' learning outcomes and spiritual attitudes. The research results stated that there was a difference between classes that used high school textbooks on the subject of chemical equilibrium and classes that used chemical equilibrium teaching materials based on spiritual values, namely sig (2-tailed) < 0.05 or 0.007 < 0.05. Furthermore, there is also the influence of chemical equilibrium teaching materials based on spiritual values on students' spiritual attitudes by looking at the difference between before and after being given treatment, where the sig value (2-tailed) > 0.05 or 0.000 < 0.05 means that the chemical equilibrium teaching materials are based on Spiritual values that have been validated by expert validators can develop students' spiritual attitudes. Apart from that, there is also a relationship between students' spiritual attitudes and the learning outcomes of students who are taught using chemical equilibrium teaching materials based on spiritual values in the guided inquiry learning model where the sig value (2-tailed) < 0.05 or 0.024 < 0.05.

The Effect of Inquiry Learning on the Critical Thinking Skills of Students in the Era of the Industrial Revolution 4.0

Competition in the 21st century demands that human resources have excellence in both academic and non-academic fields. The quality of human resources can be seen based on the attitude, character, and critical behavior possessed by each individual. Education is the first step in efforts to improve the quality of human resources in order to compete in the 21st century. One of the education that must be mastered is science and technology, so that in its completion teachers must be able to educate their students to be able to think at a high level or high order thinking skill (HOTS). This includes aspects of critical thinking skills, which are abilities needed by students to be able to survive in the 21st century. The goal that is carried out in this journal is how to improve students’ critical thinking skills. This research is a quasi-experimental study with a posttest-only control group design, this research was conducted at SMAN 1 Panawangan. The appropriate learning model to improve critical thinking skills is the inquiry learning model because the inquiry learning model is a process of obtaining information by observing and experimenting. The results obtained after the research proves that students who are taught to use the inquiry learning model have higher critical thinking skills than students who are taught to use the conventional model. Keywords: inquiry learning, critical thinking skills, industrial revolution

Implementation of the Process Oriented Guided Inquiry Learning With Socioscientific Issues of Environmental Pollution to Improve Student Scientific Literacy

This study aimed to analyze the implementation of the Process Oriented Guided Inquiry Learning (POGIL) model with the Socioscientific Issues (SSI) of environmental pollution in an effort to improve students’ scientific knowledge. The population in this research was 53 grade VII students at a junior high school in Bandung. The research used a quasi-experimental design with 24 multiple choice questions as the research instrument. The experimental group was taught through the POGIL model with the SSI context, while the control group was taught through a scientific approach. Based on data analysis, the n-gain category of scientific knowledge of the experimental class in content knowledge, procedural, and epistemic domains were dominant in the medium category of 50%, high of 46%, and high of 73%. The n-gain category of the control class in content knowledge, procedural, and epistemic domains was dominant in the low category of 52%, low of 41% and high of 67%. The result obtained from the t-test on normal and homogenous data showed that there was a significant difference. Based on the data analysis, the scientific literacy skill of students who received POGIL with SSI was better than students who received the scientific approach, and the attainment of students’ scientific knowledge domains was in the high category. Keywords: implementation, inquiry learning, socioscientific issues, environmental pollution, student Literacy

Implementation of Argument Driven Inquiry Instructional Model to Improve Cognitive Learning Outcomes

Cognitive learning outcomes are important basic skills that students must master. Science learning must be designed so that it can optimally provide students with the cognitive dimension. The importance of cognitive learning outcomes is in contrast to conditions in the field. Students' cognitive abilities in science learning are still low, especially at levels C2, C3 and C4. Observation results at Ihsanul Fikri Mungkid IT Middle School show that students' cognitive learning outcomes are still below the specified average, namely 78. The aim of this research is to analyze the effectiveness of learning using the Argument Driven Inquiry model in improving junior high school students' cognitive learning outcomes. This research uses a quantitative approach of the Quasi Experiment type, data analysis is carried out using the Mann Whitney test, N-Gain test, and effect size test. The research results show that the Argument Driven Inquiry (ADI) learning model is effective in improving the cognitive learning outcomes of junior high school students with an N-Gain of 0,7444, which is in the high category.

PENERAPAN MODEL PEMBELAJARAN INKUIRI DALAM MENINGKATKAN KEMAMPUAN MENGANALISIS TEKS EKSPOSISI PADA SISWA KELAS X.1 SMA PGRI 4 DENPASAR

Expository text has the aim of providing an explanation or description of an idea, main idea, opinion, information or knowledge to the reader without the intention of influencing it. However, there are still students who are not able to analyze expository text correctly. The aim of this research is to find out whether the application of the inquiry learning model in analyzing expository texts can improve students' abilities and students' responses to the application of the inquiry learning model in improving the ability to analyze expository texts in class X students. This type of research is classroom action research. The subjects of this research were students in class This research uses two cycles and each cycle consists of planning, action, observation, evaluation and reflection. Data collection techniques use test and observation methods. Data collection in cycle I and cycle II was carried out using the technique of assessing student test results as numerical data, while data collection used observation techniques for qualitative data. The research results show that the application of the inquiry learning model can improve students' ability to analyze exposition texts and the application of the inquiry learning model can increase the responses of class X.1 students at SMA PGRI 4 Denpasar in the 2023/2024 academic year in analyzing exposition texts

Increasing Students' Critical Thinking Skills Through The Inquiry Learning Model

Increasing Students' Critical Thinking Skills Through The Inquiry Learning Model

The effect size analysis of process oriented guided inquiry learning (POGIL) model on cognitive aspects of science learning

Process Oriented Guided Inquiry Learning (POGIL) model is designed to make students actively participate in study groups. The aim of this research is to analyze the effectiveness of the influence of the POGIL model in learning science on cognitive aspects or student learning outcomes. This research used a meta-analysis method with research subjects as many as 11 national articles with PRISMA guidelines. The guidelines for meta-analysis research include collecting data, calculating the effect size for each research subject, Assessing the impact of using POGIL model on learning outcomes which include cognitive aspects of students, Drawing conclusions. The results of this research showed that there was a difference between the experimental class and the control class regarding the cognitive aspects of science learning. POGIL model can improve science learning outcomes based on the results of the analysis. It is ranging from 9.43% for the lowest to the 37.18% for the highest with an average of 19.85%. The results of the effect size analysis showed that the POGIL learning model has a strong category with 1,794 in score. This showed that POGIL model can influence cognitive aspects and critical thinking skills.

The Use of Inquiry Learning Model on Plant Growth and Development Material to Improve Students' Science Process Skills

The purpose of the study was to improve the science process skills of students by using an inquiry learning model on the material of growth and development in plants. This type of research uses quasi experimental in the form of Nonequivalent Control Group Design. The population in this study were all XII IPA classes. The samples were class XII IPA 1 and class XII IPA 2 with a total of 28 students. The sampling technique used in this study was Purposive Sampling. The data collection technique used is in the form of a test of students' science process skills. The results of the t test analysis research can be obtained sig value. (2-tailed) of 0.033 <0.05, then according to the basis for decision making in the independent sample t-test, it can be concluded that H0 is rejected and Ha is accepted, meaning that the application of the inquiry learning model on the material of growth and development in plants can improve the science process skills of students at SMA Negeri 1 Tapa. Suggestions from researchers require further research on the application of inquiry learning models on other subjects, so that it can be seen the consistency of the effect of applying these learning models on improving science process skills.

Analysis of Students' Learning Outcomes and Scientific Literacy Activities Using Guided Inquiry and Discovery Learning Models

This research aims to find out whether the Guided Inquiry learning model is better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material. The research method used is quasi experimental. The sample from this research consisted of two classes, namely experimental class I which was taught using the guided inquiry learning model, totaling 29 students and experimental class II, which was taught using the Discovery Learning model, totaling 27 students. The results of data analysis show that the average learning outcomes of students using Guided Inquiry (80.69) are higher than the average learning outcomes of students taught using the Discovery Learning model (74.63) and the average scientific literacy activities of students using Guided Inquiry (79.15 ) higher than the average using the Discovery Learning model (73.72). Hypothesis results using the right-hand t-test and α = 0.05 obtained tcount > ttable (2.34 > 1.675) for students' scientific literacy activities and tcount > ttable (2.49 > 1.675) for student learning outcomes so that in this study the null hypothesis (Ho) is rejected and the alternative hypothesis (H₂) is accepted. Thus, it was found that the Guided Inquiry learning model was better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material.

Utilization of Mangrove Ecotourism as a Science Learning Resource for Junior High School Students

The research was carried out with the aim of finding out the use of mangrove ecotourism as a learning resource, because almost all regions in Indonesia manage mangrove ecosystem areas into ecotourism. The data collection technique uses proportional random sampling, with descriptive quantitative research methods. The research subjects used in this research process were the population of junior high school students and junior high school science teachers, with a sample of 118 students and 22 science teachers. The instrument used in this research is a questionnaire. The results obtained from the science teacher questionnaire stated that 80.8% of teachers had never integrated mangroves in the science learning process, reinforced by the results of the student questionnaire which stated that 83.2% of teachers had never presented mangrove material in the classroom. In this way, science teachers should change the way they deliver material using the Argument Driven Inquiry (ADI) learning model to make it easier for science teachers to utilize mangrove ecotourism as a learning resource through the stages of the learning model syntax.

Journeying Through Inquiry-Based Learning: A Focus on Science Process Skills

This research is a quasi-experimental study with a pretest posttest control group design. This study aims to determine the influence of the guided inquiry learning model on the science process skills of students in class XI MIPA on motion systems material. This research was carried out at SMA Negeri 1 Kodeoha, Southeast Sulawesi in 2022/2023 academic year. The study took XI MIPA 1 as experimental class and XI MIPA as the control class. Each class consisted of 30 students. Sample selection was done by random sampling. In the experimental class, the guided inquiry learning model was applied while in the control class was implemented direct instruction model. The results of the science process skills test using the t-test obtained t-count of 2.6837 and t-table at a significant level (α = 0.05) of 2.0484, so t-count > t-table. It can be concluded that there is an influence of the guided inquiry learning model on the science process skills of XI MIPA class students on motion systems material at SMA Negeri 1 Kodeoha, Southeast Sulawesi.

Guided Inquiry Learning Model in Chemistry Education: A Systematic Review

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

The Impact of The Jurisprudential Analytical Inquiry Learning Model Assisted by Augmented Reality (Assemblr Edu) on Critical Thinking Abilities in Biology For 10th Grade High School Students

The Impact of The Jurisprudential Analytical Inquiry Learning Model Assisted by Augmented Reality (Assemblr Edu) on Critical Thinking Abilities in Biology For 10th Grade High School Students

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

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

Meta-analysis Influence of Integrated Mind Mapping Inquiry Based Learning Model on Student Problem Solving Skills

A This study aims to determine the effect of inquiry-based learning model integrated mind mapping on students' problem-solving skills. This type of research is quantitative research with meta-analysis methods. Data comes from international journals or proceedings published 2015-2023. Data search through ScienceDirect, Springer, ProQuest, ERIC and Taylor of Francis databases. Research should be selected for data in meta-analyses. The inclusion criteria are that research must be experimental methods or quasi-experiments, research indexed by Scopus, Sinta, Web of Science, Microsoft Academic and EBSCO, Research has an experimental class inquiry learning model integrated mind mapping and conventional model control class, research has a number of samples (N), correlation values (r), t, and F and a sample consisting of 1021 participants. Data analysis with the help of JASP to determine the value of effect size, heterogeneity test and publication bias. The results showed a positive influence of minde mapping-based inquiry learning model on students' problem solving skills ( z = 7.019; p < 0.001; 95% CI [0.61; 1.26]. This finding shows that the influence of mind mapping-based inquiry learning models is included in the very high category (rRE = 1.31).