Inquiry Model Research Articles

Validity of Physics E-Modules Based on an Inquiry Model Integrated with the Science, Environment, Technology, and Society Approach to 21st Century Skills

Education for the 21st century combines knowledge, abilities, and attitudes with a command of information and communication technologies. The role of education is very important as part of an effort to build national character and produce millennials who are innovative, creative, and ready to face global challenges. 21st-century skills are one of the skills that students must have to face global challenges. 21st century skills include critical thinking, creativity, collaboration, and communication, otherwise known as "4C skills." 21st-century skills are also very much needed in learning physics. One of the best teaching materials for enhancing students' 21st-century skills is an e-module built on the inquiry model and the science, environment, technology, and society (SETS) approach. The goal of this study was to establish the validity, practicability, and efficacy of e-modules created using the SETS approach integrated inquiry model in increasing students' 21st century competencies. This type of research is called development research (RD). This development procedure refers to the Plomp development model, which has three stages: preliminary research, prototyping, and assessment. E-module validation is reviewed from four aspects: the substance of the material, the learning design, the appearance, and the use of the software. The average score obtained for the substance component of the material, the learning design, the appearance, and the use of the software is in a very valid category. Based on these data, it can be concluded that the inquiry model-based e-module integrated with the SETS approach is in the "very valid" category

Adaptation of Activity Theory Framework for Effective Online Learning Experiences: Bringing Cognitive Presence with Teaching and Social Presences in Online Courses

The study logic is constructed on offering online courses can be seen a new way of enhancing a cognitive presence besides teaching and social presences of the Community of Inquiry (CoI) model. Creating and enhancing cognitive, teaching, and social presences require an innovation for teachers during planning, implementing, and evaluating their online courses. As teachers develop their own expertise in teaching online, so hopefully they contribute to enhance cognitive, teaching, and social presences for effective online learning. This study reviews models for online learning experiences and propose a new model by adapting activity theory in the online learning management context. This study presents a framework aims to adapt activity theory to present how to design, develop, implement, and evaluate online courses that enhance a cognitive presence besides teaching and social presences. This study suggest to consider objects as online learning experiences with cognitive presence, teaching presence, social presence since enhancing cognitive presence, teaching presence and social presence means to reach learning outcomes of the course besides matching the required qualifications of higher education.

Pengaruh Keadilan Organisasi Terhadap Kinerja Pegawai : Peran Mediasi Organizational Citizenship Behavior

The purpose of this research to analyze the effect of organizational justice on employee performance. Analyzing the effect of organizational citizenship behavior on employee performance, analyzing the mediating role of organizational citizenship behavior on the effect of distributive justice on employee performance and analyzing the mediating role of organizational citizenship behavior on the effect of procedural justice on employee performance at the Center for the Development of Quality Assurance for Vocational Education in the Field of Building and Electrical Fields, Medan. This type of research is associative. The approach used is associative and quantitative. So based on a population of 150 people, the sample taken is 122 people. Data collection techniques in this study were interviews, questionnaires. This data will be analyzed with a quantitative approach using statistical analysis, namely the partial least square - structural inquiry model (PLS- SEM). The results showed that Distributive Justice had a positive but not significant effect on Organizational Citizenship Behavior. Procedural Justice has a positive and significant effect on Organizational Citizenship Behavior. Distributive Justice has a positive and significant effect on employee performance. Procedural Justice has a positive and significant effect on employee performance. Organizational Citizenship Behavior has a positive and significant effect on employee performance. Organizational Citizenship Behavior cannot mediate or mediate the effect of Distributive Justice on Employee Performance. Organizational Citizenship Behavior mediates or mediates the effect of Procedural Justice on Employee Performance.

Application of the Guided Inquiry Learning Model to Improve Student Creativity and Activeness in the Teaching and Learning Process Biology Education Study Program

One of the qualities of learning is determined by the learning process. Therefore, the accuracy of the teacher is required in diagnosing and determining appropriate learning strategies in the classroom. This research is classroom-in-action research carried out for 1 semester with the aim of increasing student creativity and activeness in the learning process in basic biology courses. The techniques and instruments used are, Observation, Test using an evaluation sheet. In addition, several students will be interviewed to confirm the data that has been obtained. Data analysis was carried out in a quantitative descriptive manner, and the results of the interviews will be explained according to the facts found. The results of the study with indicators of the success of this study, namely 75% of the guided inquiry model were carried out well and students completed classically. The results showed that the implementation of the guided inquiry model was in the well-implemented category, creativity, and learning outcomes increased by 80% from cycle I to cycle II. Based on the results and discussion of the research, it can be concluded that the guided inquiry learning model can increase creativity and student learning outcomes in basic biology courses

Effect of Guided Inquiry Model with Active-Reflective Dimensional Learning Style on High School Students’ Chemistry Learning Outcomes

The mean values of MAN 2 Palu students on the topic of reaction rates in the last three years are low. The cause of low learning outcomes is learning that has not paid attention to students’ average learning styles. The learning model used in this study is a guided inquiry model with an active dimensional learning style. The research sample selection technique was purposive sampling by taking into account the average student learning outcomes. The research samples were 27 students in class XI MIA6 as an experimental class, learning with the model and class XI MIA4 with 27 students as a class, learning with a guided inquiry control model. The stages of the research were identifying students' learning styles in the experimental class, applying the ITG-Dia model in chemistry learning by observing attitudes and skills activities and ending with giving an evaluation. The results of the learning style assistance were obtained by 8 students with an active dimension style which were then distributed to each group before learning was carried out. The results of the experimental class research obtained an average altitude of 84.26 (very good); skills of 79.42 (good); learning outcomes of 83; n-gain of 0.78 (high). Control class observations obtained an average altitude of 85.93 (very good); skills 79,79,56 (good); learning outcomes 60.78; n-gain 0.50 (medium). The results of the t-test statistical analysis obtained t 13.12 and t 1.67. The results of the statistical analysis showed that there were significant differences in student learning in the experimental class and the control class. Based on statistical analysis, it can be concluded that the application of the active-reflective dimensional model affects increases students' chemistry learning outcomes.

Application of the Inquiry Learning Model to Improve Indonesian Language Learning Outcomes in Class DIII Nutrition 1B Poltekkes Kemenkes Padang

Learning Indonesian is a complex process that involves understanding grammar, vocabulary, reading, writing, listening and speaking skills. To improve Indonesian language learning outcomes, the application of an inquiry learning model is an effective and interesting approach. The inquiry learning model involves students actively in the learning process, where they ask questions, conduct experiments, observe, and find solutions to existing problems. In the context of learning Indonesian, this model can provide significant benefits for students. One of the advantages of the inquiry learning model is that it stimulates student activity in seeking understanding of Indonesian through exploration and discovery. Students are invited to become researchers and develop their critical thinking skills in the process. The research we are currently conducting is to see how much impact the learning model using the inquiry method has on Indonesian language learners, D3 1b students at the Poltekkes Kemenkes Padang. This study aims to determine the side effects of learning Indonesian in the use of inquiry learning models in class DIII 1B students of the Poltekkes Kemenkes Padang for the 2022/2023 academic year. This type of exam is a homeroom learning activity that is carried out in two cycles. In each cycle there are stages of planning, action implementation, observation/evaluation, and reflection. This research involved 35 first grade DIII B students of the Poltekkes Kemenkes Padang. The information collected was investigated using inquiry test techniques using 2 cycles. Test method data were then subjected to quantitative descriptive analysis. This study found that the learning outcomes of class DIII 1B Poltekkes Kemenkes Padang using the inquiry method in the Indonesian language learning process had been successfully implemented as evidenced by an increase in the student score index based on the tests that had been carried out. At the beginning of the first cycle test only got 50% then it increased in cycle II by 92.5%.

Improving student’s self-efficacy through inquiry learning model and modeling in physical education

The study aims to reveal the effect of inquiry learning model with modeling application to improve students' self-efficacy. Single-mastery and multiple-coping are used in the modeling. The study used nonequivalent pre-test and post-test control group design. The first experimental group received the inquiry learning model treatment with single-mastery modeling. The second group received received the inquiry learning model treatment with multiple-coping modeling. The direct learning model applied to the control group. Eighty seven students from three classes were taken as research sample using cluster random sampling technique. The treatment lasted for six meetings which were divided into one meeting every week. The instrument used is the physical education self-efficacy scale which was developed in this study based on Bandura's self-efficacy theory. Paired sample t-test and ANCOVA were used to analyze the data. In the two experimental groups, there was significant increase in students' self-efficacy through the application of the inquiry learning model with single-mastery modeling and the inquiry learning model with multiple-coping modeling. Inquiry learning model with multiple-coping modeling is more effective in increasing students' self-efficacy than inquiry learning model with single-mastery modeling and direct learning model.

Developing Learning Management System-Based Inquiry Model Learning Devices for Dynamic Electricity Materials

This research is aimed at producing LMS-based inquiry model learning devices for dynamic electricity materials and probing the validity, effectiveness, and practicality of the developed products. This was research and development (R&D) using the 4D model made up of four phases, which were Define, Design, Develop, and Disseminate. The research subjects were twelfth graders in Science class SMAN 1 Bolangitan. Data were collected using several instruments: expert validation sheets, learning output tests, and student response questionnaires. The learning device validity was determined based on the mean score given by content, design, and learning media validators. The mean score was 1.00 at the very valid criterion. The N-gain, identified to observe the learning device effectiveness, was 0.77 at the effective criteria. The mean score of student responses was 70.06 at the very practical criterion. Building on the results, the developed devices met the criteria for quality products, i.e., valid, effective, and practical.

EFEKTIFITAS MODEL PEMBELAJARAN GUIDE INQUIRY TERHADAP HASIL BELAJAR TEMATIK KELAS V DI SD NEGERI 06 RAWAJATI

This research was carried out with the initial observation and interview stages of the students looking passive and not enthusiastic in participating in class learning and the average value was still relatively low. This study aims to (1) determine whether or not the influence of the learning guide inquiry method exists or not (2) determine whether or not the results of applying the learning guide inquiry model exist or not on thematic learning outcomes. This research is a quantitative research. The research design used the results of multiple choice questions with the first two lessons using the conventional class model as a comparison, the second class using the guided inquiry model as the control class. Statistical test results data were calculated using the SPSS version 25. From the results of the research hypothesis test, the value of T count > T table, then Ha is accepted, Ho is rejected, meaning that there is a positive and significant influence between the inquiry methods on student learning outcomes.

Increasing science process skills using inquiry learning model

The teacher is a facilitator in determining learning objectives to improve the learning process, and students can actively conduct discussions andseek their own experiences. However, teachers must still implement learning models and science process skills in biology lessons so that learning becomes monotonous. Before carrying out science process skills in learning at school, the teacher must first know the profile of students' science process skills (SPS) so that they can support science process skills following the conditions of students. This study aimed to improve students' science process skills by applying inquiry learning models to biotechnology material in class XII IPA 1 MA Aisyiyah Palembang. The research method used was classroom action research by applying an inquiry learning model consisting of 2 cycles with six meetings, with three in each cycle. The subjects of this study were students of class XII IPA 1 MA Aisyiyah Palembang, with a total of 18 students. The results of the study found an increase in students' SPS scores. Cycle 1 basic skills (89.96%) increased in cycle 2 (96.29%), cycle one process skills (90.43%) increased in cycle 2 (94.13%), and investigative skills in cycle 1 (46.29%) also increased in cycle 2 (86.10%). The findings prove that applying the inquiry learning model can increase students' science process skills.

Pengaruh Model Inkuiri Terbimbing Berbantuan Video Youtube Terhadap Pengetahuan Faktual, Konseptual, dan Prosedural IPA Siswa Kelas V

This study aims to detemine the effect of the guided incur learning model assisted by YouTube videos on factual, conceptual and procedural knowledge of students’ science in Class V. This research is a quantitative study. The method used quasy experiment. The design in this study Non-Equivalent control Group Design. The population in this study were all grade V students in the Madrasah Ibtidayah Darussalam Bengkulu City. The sample in this study is the VA Class of 22 students the experimental class, and the VB Class of 22 people as the control Class. The instrument used in the from of a written test consisted of dimensions of factual, conceptual and produral knowledge consisting of 20 multiple choice questions and 5 descripsion questions. The research data used inferential analysis of one-way Anova with the help of SPSS 20. The results showed that there was an influence of YouTube’s guided inquiry model in science learning on material change in material form on the factual,conceptual and procedural know ledge of science students in fifth grade MI.

Physics Learning Using Guided Inquiry Models Based on Virtual Laboratories and Real Laboratories to Improve Learning

The lack of teacher creativity in testing various learning models and methods makes a significant contribution to the stigma of boredom and boredom in studying physics. The right learning model is needed so that it can help students improve learning outcomes, especially learning physics. The purpose of this study was to analyze the influence the experimental method combined with the virtual and real experiment-based guided inquiry learning model had on the physics learning outcomes. The research samples were class XI IPA 1 (32 people) for the experimental group and class XI IPA 2 (32 people) for the control group. In this study, the cluster sampling technique used was random sampling. Data collection techniques in research are in the form of learning outcomes test instruments at the beginning (pretest) and at the end of learning (posttest). The data analysis technique used is the normality test and the independent sample t-test. To test the research hypothesis, two similarity tests were used on average using the t test, namely the independent sample t-test or one-way analysis of variance (ANOVA) using the SPSS version 21 program. The result show that the guided inquiry learning model uses virtual laboratories and real laboratories to influence student learning outcomes (0.000 < 0.05). Based on the research results, it can be concluded that virtual and real experiments can improve students' physics learning outcomes, as evidenced by the difference in the average score of students' learning outcomes in the experimental class (87.47) compared to the control class (69.72).

Improving Organizational Climate Using Appreciative Inquiry in a University Setting, in Cebu City, Philippines

This study tried to determine the effects on organizational climate in the university resulting from the Appreciative Inquiry (AI) workshop implemented.as an intervention in this participative action research study It provided answers to the PRE-WORKSHOP perceptions of administrators and faculty members in terms of Interpersonal Relationships, Vertical and Lateral Collaborations, Creativity Resulting from Synergy, Quality of Work Life, Management Support, Loyalty to the Organization. The results of the AI WORKSHOP along the 4D Model of AI were also analyzed. Likewise, it also tried to analyze the POST-WORKSHOP perceptions of administrators and faculty members in terms: Interpersonal Relationships, Vertical and Lateral Collaborations, Creativity Resulting from Synergy, Quality of Work Life, Management Support, Loyalty to the Organization. For its theoretical framework, the study applied the 4D Appreciative Inquiry Model. The study applied participatory action research. The Appreciative Inquiry Seminar-Workshop be made at a later time so that the remedial actions can be undertaken to further improve work conditions and productivity. The study concludes that the participating faculty members of university were satisfied with their existing organizational climate before the Appreciative Inquiry Seminar-workshop took place. However, an improvement was needed. It is recommended that Appreciative Inquiry seminar-workshop should be conducted again after the research was completed.

Research Trend of Inquiry Learning in Elementary School in the Last 10 Years: To Determine the Opportunities in the Future

Inquiry Learning in Elementary School research has evolved in the last ten years, making it an interesting topic to research to understand the trends and developments of Inquiry Learning in Elementary School so that it becomes a research opportunity. This study aims to analyze research trends, researchers' contributions, and the most researched research topics on the topic of Inquiry in Elementary School in education over the past ten years and identify potential research topics related to Inquiry in Elementary School in Education in the future. This study uses the bibliometric analysis method using Google Scholar database and Software VOSviewer, where 138,000 articles were obtained. The results of the bibliometric analysis show that Inquiry Learning in Elementary School research has experienced a consistent decline in the last ten years. This becomes the next challenge, and opportunity for future research. Further research related to Inquiry Learning in Elementary School can be used and applied with a STEM-based approach namely Science, technology, engineering, and mathematics. This is because the stem-based Inquiry model can improve students' critical thinking and problem-solving skills. This study has limitations, namely only using one database, Google Scholar, to obtain research data. Therefore, it is recommended that Inquiry Learning in Elementary School research be carried out using other databases besides Google Scholar to obtain more extensive data.

The effect of the flipped learning approach designed with community of inquiry model to the development of students' critical thinking strategies and social, teaching and cognitive presences.

Considering the lack of interaction and feedback process of the pre-class component of the flipped learning approach, in this research this component was designed with the community of inquiry model and an e-learning environment was developed in line with the model's theoretical framework. By exposing its impacts on students' development of critical thinking skills and social, teaching and cognitive presences, this study aimed to determine the working and failing aspects of this learning approach. In this study, in which repeated measures design was used, the study group consisted of 35 undergraduate students studying at a state university. Scales were used to measure students' critical thinking strategies and their perceived presences, and the forum tool was used to collect student posts. The implementation process lasted for 15 weeks. Findings demonstrated that it was possible to eliminate the lack of the interaction and feedback processes, and to develop students' critical thinking strategies and their perceptions of teaching, social and cognitive presences, by designing the pre-class component of the flipped learning approach with the community of inquiry framework. Additionally, it was discovered that the critical thinking strategy had a positive and significant link with how the community of inquiry was perceived, and that this relationship accounted for 60% of the variance in the perception of community of inquiry. The study's conclusions are supported by recommendations for future research.

How gamification and social interaction stimulate MOOCs continuance intention via cognitive presence, teaching presence and social presence?

PurposeThis study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental stimulus antecedents to learners' perceptions of presence can affect their continuance intention of massive open online courses (MOOCs).Design/methodology/approachSample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 353 usable questionnaires were analyzed using structural equation modeling (SEM).FindingsThis study demonstrated that learners' perceived gamification, learner–instructor interaction and learner–learner interaction in MOOCs positively affected their cognitive presence, teaching presence and social presence elicited by MOOCs, which jointly expounded their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 72.6% of the variance in learners' MOOCs continuance intention.Originality/valueThis study employs the S-O-R model as a theoretical umbrella to frame learners' MOOCs continuance intention as a series of the internal process, which is influenced by gamification and social interaction. Noteworthily, three psychological constructs of the community of inquiry model (i.e. cognitive presence, teaching presence and social presence) are adopted to represent learners' internal experiences of MOOCs usage. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies based on the S-O-R model, whereas psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context.

Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic

The COVID-19 pandemic has led to the demand for new modes of teaching and learning. One such approach is Hybrid-Flexible or HyFlex. Utilising a HyFlex model, teachers teach students at the same time face-to-face (f2f) and synchronously online through video-conferencing software while enabling other students to engage in asynchronous learning. Designing, developing and facilitating multiple modes of participation in HyFlex is a challenging endeavor which calls for specialized pedagogical knowledge, competencies and skills. To date, there is a dearth of literature which explores the pedagogies that integrate physical and virtual learning spaces to successfully support the HyFlex learning environment. One of the most widely adopted pedagogies during the pandemic was the Community of Inquiry (CoI) model which focuses on presence as a concept and how social, cognitive, teacher and emotional presence can support student learning in an online environment. The paper analyses the literature to explore the meaning of presence and CoI in a hyflex learning environment. It explores the role of the teacher in designing the optimum learning environment for students. However the role of presence in a hybrid learning environment has not been explored. This paper argues that teachers need to understand how students exist in learning spaces and how the can be co-present in physical, synchronous and asynchronous spaces to enable them to ensure equitable access and design inclusive hyflex learning environments.

Argument Driven Inquiry and Student Achievement in High School Chemistry, Moderated by Gender

In the age of high stakes testing, the best instructional methods to promote academic achievement are frequently examined. The purpose of this study was to examine whether implementation of the Argument-Driven Inquiry (ADI) model in a high school chemistry course would be associated with improved student scores compared to a more traditional approach. The study employed a nonequivalent control group design to evaluate the posttest scores of students by instructional method and gender. Data were obtained from a sample of 28 honors students in a chemistry course in grades 10 and 11. The data consisted of pretest and posttest scores. A two-way analysis of covariance was used to address the study’s research questions, controlling for the students’ aptitude. The results showed that there were no significant differences in achievement between the ADI and traditional methods groups, controlling for the students’ aptitude. Also, the interaction between instructional method and gender was not significant. Use of ADI methods was, thus, found to neither improve nor be negatively associated with student performance.

Inquiry-based approach to pandemics throughout history: understanding healthcare students’ learning experience

ABSTRACT This study focuses on healthcare students’ perception of an inquiry-based approach to pandemics for an online history of medicine course. The course was designed using Bateman’s Humanities Model of Inquiry. First-year undergraduate students (n = 111) responded to a questionnaire that included 19 items using a Likert scale and open-ended questions on interest in current topics and learning opportunities. The median total score was 77 (maximum 95). The free texts revealed that students perceived the inquiry-based project to be motivating as it piqued curiosity, interest, and relevance. Students also reported on historical knowledge development and enhanced communicative competencies. The study highlights the value of an inquiry-based approach accompanied by project work and real-world topics to enhance students’ learning experience.

The Potential of the Human Respiratory System e-Worksheet based on the Guided Inquiry in Empowering Critical Thinking Skills

The presence of the covid pandemic, technological advances, and the complexities of the 21st century demand renewal of teaching materials in schools. Guided Inquiry learning models can also bridge the empowerment of critical thinking skills. This study aims to: 1) describe the feasibility of the e-worksheet based on expert judgment, 2) describe the practicality of the e-worksheet based on the teacher's assessment, and 3) describe the results of the e-worksheet readability assessment by students. This development research refers to the ADDIE development procedure. However, this research was only carried out up to the development stage due to limitations. The results of the feasibility assessment by material experts, teaching materials experts, and linguists showed that the e-worksheet was categorized as valid with a score of 80.00, 74.00, and 90.00, respectively. Then, the teacher's assessment results showed that the e-worksheet was in the practical category, scoring 92.00 and 94.00. Finally, the student readability test results showed that the e-worksheet could be read well, with scores of 93.61 and 93.88. Thus, the respiratory system e-worksheet based on the developed guided inquiry model can be recommended to improve students' critical thinking skills.