Inquiry Learning Research Articles

STEAM-Inquiry Learning Module Assisted by Liveworksheet for Multiplication Material in Elementary School

Mathematics often poses a daunting challenge for elementary school students, affecting their academic performance. Addressing this issue requires creating more engaging and innovative learning approaches. This research and development endeavour aim to assess the validity and practicality of a STEAM-based inquiry learning module assisted by a liveworksheet for multiplication material in third-grade elementary school. The study employed the Research and Development (R&D) method using the ADDIE model. The research involved 11 third-grade students at Tulip Putih Elementary School, and both quantitative descriptive analysis and qualitative description techniques were applied for data analysis. The validation results affirmed the suitability of the developed module, categorizing it as excellent. Trial results further demonstrated the practicality of the developed tool. Based on data analysis, it can be concluded that the STEAM-Inquiry Learning module assisted by a liveworksheet, developed for third-grade elementary school students studying multiplication, is suitable for implementation. The incorporation of technology within teaching modules enables educators to create interactive learning experiences. This can enhance the understanding of the material and subsequently influence the improvement of learning outcomes. The deployment of this instructional module stimulates students to be more engaged and active in class, nurturing critical, creative, confident, and analytical thinking skills

The Influence Of The Inquiry Learning Model On Student Learning Outcomes

The Influence Of The Inquiry Learning Model On Student Learning Outcomes

The Effect of Guided Inquiry Learning Model on Student’s Scientific Communication Skills in SMPN 1 Gempol

One of the important skills to develop is scientific communication skills, communication is very important in everyday life. This research aims to determine the effect of the guided inquiry learning model on the scientific communication skills of class VII students at SMPN 1 Gempol, Pasuruan Regency. This research is a quasi-experiment conducted with a posttest-only design. The research sample was class VII D students as the experimental class and class VII C students as the control class with each class having 32 students. In this study, environmental pollution material was used in the experimental class, which was treated using the guided inquiry learning model, while the control class used the learning model commonly used by teachers at the school. The results of the research show that there are significant differences in value and influence in the guided inquiry learning model on written and oral scientific communication skills. Highlights: Guided Inquiry Impact: Examines effect on scientific communication skills. Quasi-Experiment Framework: Utilizes posttest-only design for structured assessment. Written and Oral Proficiency: Highlights impact on both communication modes. Keywords: Guided Inquiry, Written Communication Skills, Oral Communication Skills

Validitas dan Efektivitas Petunjuk Praktikum Elektronik Keanekaragaman Hayati untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMA

Increasingly tight competition in the 21st century requires students to be able to think well. Students are required to have critical thinking to be able to compete superiorly in increasingly fierce competition in the 21st century. One innovation in biodiversity learning that can be adopted is the development of electronic biodiversity practicum instructions in inquiry learning. The development procedure used consists of five stages, including: 1) assessment/analysis which consists of two phases, namely needs assessment and front-end analysis; 2) design (design); 3) development (development); 4) implementation (implementation); and 5) evaluation. Biodiversity electronic practicum instructions after being validated have very valid validity and are effective in improving critical thinking skills.

Impact of Positive Reinforcement in Guided Inquiry Learning Model Based on Behavioristic Theory on Science Learning Outcomes Grade 5

The importance of research on the impact of positive reinforcement in behavioristic theory-based guided inquiry learning models on grade 5 science learning outcomes lies in the need to understand the effectiveness of the latest learning methods. This allows for a deeper understanding of the most efficient ways to improve students' understanding of the natural sciences at the primary school level. The results of the analysis showed the superiority of Natural Science (Science) learning outcomes in the group of students who participated in guided inquiry learning based on behavioristic theory withteori behavioristiks compared to the control group who received conventional learning. The average score of the experimental group (21.80) was significantly higher than that of the control group (18), confirming the significant difference between the two. Factors such as active involvement of students in independent exploration, the use ofteori behavioristiks as learning media, students' ability to solve problems, and group discussions are key in the advantages of behavioristic-based guided inquiry models in increasing understanding of science concepts at the elementary school level. This finding is in line with previous research, confirming that a guided inquiry approach with the use ofteori behavioristik and behavioristic principles has a significant positive impact in improving science learning outcomes in grade V students.Pentingnya penelitian tentang dampak penguatan positif dalam model pembelajaran inkuiri terbimbing berbasis teori behavioristik terhadap hasil belajar IPA kelas 5 terletak pada kebutuhan akan pemahaman efektivitas metode pembelajaran terkini. Hal ini memungkinkan pemahaman lebih dalam terhadap cara yang paling efisien dalam meningkatkan pemahaman siswa terhadap ilmu pengetahuan alam pada tingkat sekolah dasar. Hasil analisis menunjukkan keunggulan hasil belajar Ilmu Pengetahuan Alam (IPA) pada kelompok siswa yang mengikuti pembelajaran inkuiri terbimbing berbasis teori behavioristik dibandingkan kelompok kontrol yang menerima pembelajaran konvensional. Skor rata-rata kelompok eksperimen (21,80) secara signifikan lebih tinggi dibandingkan kelompok kontrol (18), menegaskan perbedaan yang signifikan antara keduanya. Faktor-faktor seperti keterlibatan aktif siswa dalam eksplorasi mandiri, penggunaanteori behavioristik sebagai media pembelajaran, kemampuan siswa dalam memecahkan masalah, serta diskusi kelompok menjadi kunci dalam keunggulan model inkuiri terbimbing berbasis behavioristik dalam meningkatkan pemahaman konsep IPA di tingkat sekolah dasar. Temuan ini sejalan dengan penelitian terdahulu, menegaskan bahwa pendekatan inkuiri terbimbing dengan pemanfaatanteori behavioristik dan prinsip-prinsip behavioristik memberikan dampak positif yang signifikan dalam meningkatkan hasil belajar IPA pada siswa kelas V.

A Comprehensive of the Guided Inquiry Learning Model in Education: A Review

The abstract nature of the topics is easily understood while learning chemistry through guided inquiry. This article employs the A Review (SLR) technique to review eleven papers released between 2018 and 2023 that deal with teaching chemistry using various guided inquiry models. Three online article databases-ERIC, Scopus, and Google Scholar-were used to retrieve articles methodically. The information in this review will be helpful to educators and researchers who work in chemical education in understanding guided inquiry models, how they impact chemical learning outcomes, and how to apply them to improve students' comprehension of chemistry. The review's conclusions show how various guided inquiry strategies immerse students in a problem, offer them an investigation to work through and provide guidance on how to solve the problem. Guided inquiry models influence chemistry learning outcomes by enhancing metacognition, concept understanding, critical thinking skills, science process skills, learning outcomes, creative thinking abilities, and reducing misconceptions. Many learning models or strategies, including guided inquiry, guided inquiry-based on blended learning, guided inquiry-based on the flipped classroom, guided inquiry models integrated with STEM, and guided inquiry and task hierarchy analysis models in cooperative learning strategies, have also used different chemistry learning models.

The Influence Of Guided Inquiry Learning Models On Students' Critical Thinking Skills And Science Learning Outcomes At Primary School Level

This study aims to analyze the learning model of Guided Inquiry on Critical Thinking Skills and learning outcomes. The type of research used in this research is quantitative research (quasi experiment). The subjects used in this study were students of class V with a total of 58 students consisting of two classes (VA and VB). The instruments used in this study were in the form of instruments, namely tests, observation sheets and documentation. Data analysis techniques were carried out, namely descriptive tests (mean, median, mode and standard deviation) and inferential tests (Normality, Homogeneity and Manova). Based on data analysis using SPSS 25, the normality test for cyan literacy and learning outcomes using Kolmogorov-Smirnov is sig > 0.05 from the pretest and posttest results of the control and experimental classes and the homogeneity test using the based mean is sig > 0.05 from the pretest and posttest results of the control and experimental classes, while the Manova test shows a significance value of 0.000. 0.000 < 0.05 then

How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review

COME MIGLIORARE IL PENSIERO CRITICO NELL’APPRENDIMENTO DELLA FISICA? UNA REVISIONE SISTEMATICA DELLA LETTERATURA Abstract Critical thinking skills are essential skills needed in the 21st century. Critical thinking skills can be trained in students through student-centered learning. Through a literature review, this research aims to determine learning models that can improve critical thinking skills in physics. Data collection was based on Scopus and Google Scholar database sources. This type of document comes from journal articles with the keywords «critical thinking», «learning models», and «physics learning» from the years (2011-2021). The literature review used procedures adapted from PRISMA. Documents published are based on predetermined content analysis criteria, including year of publication, author, article source, learning model, physics material topic, research subject, education level, and assessment. Inquiry learning and the higher-order thinking laboratory (HOT Lab) dominate the learning models used to improve critical thinking skills. The critical skills indicators used vary. Indicators of critical thinking skills. Self-regulated learning is rarely used in research instruments compared to other indicators of critical thinking skills. The instruments used are multiple-choice, essays, worksheets, and observation sheets. Research respondents at the university level are often used in studies of critical thinking skills. Fluid mechanics is a topic that is often used in research. This research contributes to improving students’ critical thinking skills through various recommended learning models. Research findings show that student-centered learning models can improve critical thinking skills.

4. Sınıf Fen Bilimleri Dersi Aydınlatma ve Ses Teknolojileri Ünitesinde İnfografik Kullanımının Öğrencilerin Sorgulayıcı Öğrenme Becerilerine ve Akademik Başarılarına Etkisi

In this study, it was aimed to measure the effect of infographic usage on the students' Interrogative learning skills and achievements in the teaching of the Science "Lighting and Sound Technologies" unit of elementary school 4th grade students. This study was conducted as a quasi-experimental study according to the pretest-posttest model. While the infographics prepared by researchers were not used in the control group, they were used in the experimental group. The study group of the research included 40 students who were in the 4th grade. 20 of them were in the experimental group and the rest were in the control group. While infographics were used in addition to the activities carried out in the experimental group, only the activities required by the curriculum were applied in the control group. In this research, academic achievement test consisting of questions about "Lighting and Sound Technologies" prepared by the researchers as data collection tool was applied. The average difficulty for 20 items of the achievement test is 0.52. The reliability value for the whole questionnaire was determined as .85. Research findings indicate that both the academic success and inquiry learning skills of the students in the experimental group, where infographics were used in the Science course, changed in favor of the students.

Implementation of IPAS with an Inquiry Learning Model in Grade 4 Primary School

IPAS (Ilmu Pengetahuan Alam dan Sosial/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the researcher recognized the necessity of conducting this research. The research employs a qualitative approach with a case study method conducted at one of the elementary schools in Sukoharjo District, Central Java. The respondents in this research include the school principal, fourth-grade teachers, first-grade teachers, and fourth-grade students. Data collection was carried out through interviews, observation, and documentation, followed by technical triangulation to validate the field findings. Based on the results obtained from the implementation of IPAS learning using the inquiry learning model, it is established that natural and social sciences were taught separately in the first and second semesters. The results of research conducted in the second semester reveal that IPAS learning activities on social science material have been implemented effectively in terms of planning, execution, and evaluation, with a focus on adhering to the syntax of the inquiry learning model. Obstacles to IPAS learning include educators’ lack of readiness for curriculum changes, limited training and information regarding the curriculum, a lack of skill in using technology, and classroom conditions that are not conducive. Efforts made include increasing the competence of educators through teacher working group forums, participating in training, and managing classes to ensure conducive learning activities. This research is expected to serve as a valuable reference for studying the implementation of IPAS with the inquiry learning model in the Merdeka Curriculum.

Effectiveness of Guided Inquiry Model in Enhancing Students' Critical Thinking on Light Waves

This study examines how guided inquiry learning can be applied to the material of light waves in physics subjects. This study investigates the potential for increasing students' critical thinking skills. The research method used was a quasi-experimental design, creating the same conditions for the experimental and control groups in other aspects except for particular interventions in the experimental class. This research involved 60 samples of class XI high school students. The sample was divided into two groups (experimental and control) of 30 students each. The research data were obtained through pre-test and post-test from critical thinking instruments containing ten essay-type questions (validated, with validity 0.78 and reliability 0.96). Data were analyzed by parametric t-test on n-gain scores for each group. The results showed that the experimental group scored 0.526 and the control group 0.148. These results indicate differences due to intervention, where applying the guided inquiry model can significantly encourage the development of student's critical thinking skills. The research implications encourage teachers to apply this learning approach model in improving critical thinking skills so that students can be actively involved in facing complex challenges in everyday life. This study also emphasizes the need for curriculum development to improve critical thinking skills in various subjects.

Model Pembelajaran Inquiry Learning dengan Media Quizizz untuk Meningkatkan Berfikir Kritis Siswa

This study aims to increase IPAS learning interest in students who are still low, because IPAS learning is a subject that is considered quite difficult for students. This is what encourages researchers to develop creativity in learning. Learning media can be used to make students interested in learning. the media used by researchers is the quizizz application. This study aims to see the effect of the quizizz application on the interest in learning IPAS of class X students of SMKN 2 Bagor. This research is quantitative research using Inquiry Learning learning media to improve students' critical thinking skills. Data collection techniques in research by conducting observations and tests. This test technique is done using a test test using the Quizizz application in the form of multiple choice. The research was conducted with 31 students in class X Culinary 2 SMKN 2 Bagor. The results obtained in this study were an increase in students' critical thinking skills from the pre-cycle stage, 35.29% of 11 students for the first cycle stage obtained 51.6% of 16 students, and at the second cycle stage amounted to 80.6%. This study proves that the application of the Inquiry Learning model using the Quizizz Application can improve students' critical thinking skills.

Preliminary Analysis of the Physics Enrichment Book Design-Edupark Hot Waterboom Solok Selatan Integrated Inquiry Learning Model

Hot Waterboom Solok Selatan is one of the tourist destinations that is often visited by people on vacation. However, visits to these attractions are only for traveling, taking pictures, and playing. They do not realize that tourist attractions can also be used as learning resources. This study aims to determine the needs of teaching materials that are in accordance with the background of students and their environment. This research is a preliminary study of the research and development method using the Plomp model, which consists of student analysis, teacher analysis, and analysis of physics concepts. The data in this study were obtained from the results of needs analysis through interviews with two physics teachers and 38 students at SMAN 3 Solok Selatan. The results obtained from the students' environment, there is a tourist attraction, namely Hot Waterboom Solok Selatan. After direct observation to the tourist attraction, many physics concepts were found. From the results of the learning style questionnaire, students are more dominant visual learning style, so suitable teaching materials in the form of print media such as books. From the results of teacher interviews, the teaching materials used have not been integrated with eduparks and have not been equipped with learning models. The inquiry learning model is a model that is in accordance with the independent curriculum because learning is student centered and involves students actively discovering concepts. Based on the curriculum analysis, it is found that the physics materials on tourist attractions are not ordered, so the type of book that is suitable is an enrichment book. Enrichment book is a flexible type of book because it does not depend on the curriculum. It can be concluded that it is necessary to design a physics edupark enrichment book Hot Waterboom Solok Selatan integrated Inquiry Learning model for senior high school students.

Comparison of Guided Inquiry Learning Models with Direct Instruction Learning Models on Physics Learning Outcomes

The teacher's capability to design and enforce learning plays an important role in student learning results. One manner that teachers can enhance learning results is by way of deciding on the right learning model in step with the learning objectives and material to be taught in class. The aim of this research is to determine the variations in physics learning results among college students taught using the guided inquiry learning model and college students taught using the direct instruction learning model in class XI SMAN 1 Padang. This kind of studies is quasi-experimental studies with a posttest only control design. The studies populace is class XI students of SMAN 1 Padang for the 2023/2024 academic year. Sample selection used purposive sampling technique. The sample for this research is class XI F.4 as experimental class 1 and class XI F.5 as experimental class 2. The research statistics is in the form of student studying results in the knowledge aspect. The data collection instrument is a take a look at instrument inside the form of multiple choices. The statistics analysis techniques used are descriptive evaluation, normality test, homogeneity test, and hypothesis test at a significance degree (α) = 0.05. Based on the consequences of studies statistics evaluation, the average learning outcomes of students in experimental class 1 were 76.67 and experimental class 2 was 69.86. Hypothesis testing was carried out on students' posttest scores and obtained t0 = 2,049 > ttable= 1,999 until H0 rejected and H1 established. It could be concluded that there’s a large distinction between college students who practice the guided inquiry learning model and college students who prectice the direct instruction learning model on vector material and rectilinear motion kinematics.

The validity of learning tools based on guided inquiry learning on the topic of respiratory system

This research aims to analyze the validity of learning tools based on guided inquiry learning on respiratory system material. Research and development of the ADDIE model were used in this research. This research was limited to the "develop" stage, which was limited to the results of expert validation tests. The learning tools developed include lesson plans (four meetings), student worksheets (four meetings), and tests (a total of six items in the form of essays). Two experts and one practitioner validated the learning tool—analysis by calculating the acquisition score based on the validator's assessment. The findings reveal that the lesson plans, student worksheets, and tests have been proven valid according to validity standards. This research concludes that inquiry-based learning tools are valid based on expert assessment. Thus, learning tools based on guided inquiry are suitable for biology learning in high school, especially material on the respiratory system.

Meta-Analysis of the Influence of the Inquiry Model on Student Learning Outcomes

Student success in learning is very necessary to see the extent to which students are able to solve problems. However, it turns out that student learning outcomes are still low. The solution to overcome this problem is to apply the inquiry learning model during learning. This research aims to determine the effect of the inquiry learning model on student learning outcomes. The application of the inquiry model is seen from the level of education and physics and science lessons. This type of research is meta-analysis. Meta-analysis is research carried out by summarizing research data, reviewing and analyzing research data from several previously existing research results. This research article consists of 11 articles that have ISSN. The instruments used are category codes and effect size calculations. The steps of meta-analysis are conducting a literature review, collecting data, researching and assessing articles, analyzing and interpreting articles, and compiling report results. The data analysis technique in this research is to calculate the magnitude of the effect using a formula based on the mean. From the data analysis carried out, two research results can be stated. First, the application of the inquiry learning model has a significant effect on the level of education and subject matter, especially physics and science.

Influence of Guided Inquiry Learning Strategies Assisted with Virtual Laboratories in Thematic Learning on The Critical Thinking Abilities of Primary School Students

Technological developments in the world of education are very rapid, requiring education to continue to have innovation and renewal in learning approaches to be able to produce generations or highly competitive human resources who are able to have critical thinking skills. The purpose of this research is to determine the differences in critical thinking abilities between students who are taught using a guided inquiry learning strategy assisted by a virtual laboratory and those who are taught using a guided inquiry strategy without the assistance of a virtual laboratory in thematic learning in class V elementary school. This type of research is quasi-experimental, while the research design used is nonequivalent control group design. The sampling technique uses nonprobability sampling with a saturated sampling technique. Meanwhile, the instrument in this research is a test. The results of the research through hypothesis testing using the t test with a significance level of 5%, show that the > (3,283 > 2,712) and the significant value shows sig < 0.05 (0.002 < 0.05), then is rejected and is accepted, so it can be concluded that there is differences in critical thinking abilities between students who were taught using guided inquiry learning strategies assisted by virtual laboratories and those taught using guided inquiry strategies without virtual laboratory assistance in thematic learning in class V of elementary schools

Canvases of Professional Erudition in STEAM Education

The delivery of instruction in Science, Technology, Engineering, Art, and Mathematics (STEAM) requires layers upon layers of professional knowledge concerning STEAM pedagogy, methodologies, technology, and active involvement strategies to support student learning. A professional understanding of these critical areas is relevant for supporting student learning and is germane in actively involving parents in STEAM learning. While educators commonly engage in professional development opportunities, professional development is principally singular and typically ends without continuance or re-examination. Professional learning, on the other hand, is ongoing and revisits professional growth needs for educators. In this article, the researcher utilized targeted professional growth needs for STEAM educators that included qualities of site-based professional development and professional learning referred to as professional erudition. This study employed targeted professional erudition for providing high school science teachers skills related to constructivism, experiential learning, communications and dialogue, reflection and self-evaluation, and active parental involvement. Students and parents participating in the study maintained journals regarding their experiences during science inquiry learning and teachers maintained journals concerning their experiences and perceptions regarding targeted professional erudition. Qualitative data indicated providing professional erudition for STEAM teachers results in authentic professional growth, improved communications, and skills and strategies for supporting participatory science learning.

Enhancing Scientific Communication Skills of Pre-Service Science Teacher Through Guided Inquiry Learning on Basic Physics Laboratory Activities

This study aims to describe the enhancement of students' science communication skills through the application of guided inquiry learning models in laboratory activities. The method used to describe science communication skills is to use pre-experiment research. The samples used in this study were 60 physics education students in the odd semester 2023/2024 who took basic physics practicum courses. The implementation of the guided inquiry learning model in the four meetings. The results of improving science communication skills were based on three indicators that researchers have limited. The result analysis used non-test instruments like observation sheets. The sub-scientific communication skills are: 1) searching information, 2) scientific writing, and 3) representing information. Based on the observation results, it was found that the application of the guided inquiry learning model can train students' science communication skills in sub-skills of seeking information with a percentage increase of 74%, sub-skills of scientific writing with a rise of 67% and sub-skills of representing information at an increase in percentage of 76%. Each average score on the third and fourth meetings shows that science communication skills are in the very skilled category

Meta-Analysis: The Effect of Using a Virtual Laboratory to Improve Students' Understanding of Physics Concepts

This study aims to: (1) analyze the model/strategy/method of using virtual laboratories in learning physics, (2) analyze the effect of virtual laboratories in learning physics on increasing students' understanding of concepts. The method used in this research is meta-analysis. The collected articles totaled 20 articles published in the last 10 years in national and international journals. Data analysis was performed using predetermined instruments and effect size formulas. The results of the research are learning models/learning strategies/learning methods for using virtual laboratories in physics learning to improve students' understanding of concepts, there are 6 learning models, and 2 learning approaches. The inquiry learning model is the most widely used. static fluid material has a good effect on students' understanding of concepts. with an average effect size value of 1.81 with a high influence category.