Scientific Inquiry Learning Model Research Articles

Effectiveness of the Scientific Inquiry Learning Model Based on Local Malay Cultural Wisdom on Student Learning Interests

The aim to be achieved through research is to see the effect of implementing the Malay Culture-based scientific inquiry learning model on increasing student interest in learning. This study employed a quantitative approach and included 55 students in their third semester, divided into two sample groups. The experimental class (Class A) consisted of 27 students, while the control class (Class B) comprised 28 students.. This research was conducted in the context of the Hydrology course. Data was collected through tests and analyzed using IBM SPSS 23. After implementing the scientific inquiry learning model based on Malay culture and conventional learning, the average pretest score for student interest in learning in the experimental class was 59.77 and after being given treatment using the scientific inquiry learning model, The student's posttest score was 80.55. The results of the independent sample-test showed a significant value of 0.000, where the value was <0.05. Thus, it can be deduced that the use of the Malay Culture-based scientific inquiry learning model has a positive impact in increasing students' interest in learning.

Analysis of Problem-solving Ability of SDN Dinoyo 3 Malang Students in Inquiry Learning

This study aims to find out about the role of the scientific inquiry learning model in students’ problem-solving ability in science material for elementary school students. The method used in this research is descriptive qualitative research method. The place for this research is SDN Dinoyo 3 , Malang. The study was carried out on a total of 27e fourth grade students. Data were collected through observation, interviews, and documentation. The data analysis were done using data reduction, data presentation, and data verification. The results of this study indicated that the learning process that applies the scientific inquiry learning model is more efficient for problem-solving ability. Students in the scientific inquiry learning model will play an active role in the process of learning activities, where they are required to be able to solve the given problems. Based on the results of student tests and discussions, it can be concluded that the level of problem-solving ability of students of SDN Dinoyo 3 Malang needs to be improved. Factors that affect students’ problem-solving ability are, students’ lack of accuracy in doing questions, students rarely do questions that are oriented toward problem-solving ability, and lack of mastery of the concept of the topic of hydrology cycle from students. The implications of this study can provide information about the level of students’ problem-solving ability on the indicators displayed. This research is only limited to analysis to determine students’ problem-solving ability, so it is hoped that further research can be carried out which includes the development of learning instruments that can support students’ problem-solving ability.
 Keywords: problem solving, inquiry, learning, hydrology cycle

PENGARUH MODEL PEMBELAJARAN INQUIRY TRAINING MENGGUNAKAN MEDIA PhET TERHADAP KETERAMPILAN PROSES SAINS SISWA

The purpose of this study was to: analyze whether the results of students' science process skills using the inquiry training learning model were better than conventional learning. This research was a quasi-experimental study with a two-group pretest-posttest design. The research population was all class X students of SMA Negeri 19 Medan in the even semester of the 2021/2022 academic year. Sampling was determined by random cluster sampling with two classes consisting of 66 students. Class X-2 as an experimental class with a scientific inquiry learning model totaling 33 students, class X-1 as a control class with conventional learning totaling 33 students. The research instrument used a science process skills description test that was valid and reliable. The results of data analysis using two-way Anava. The results showed that the science process skills of students using the inquiry training learning model were better than conventional learning.

Improvement science process skills of high school students through learning models scientific inquiry

This study’s background is based on the fact that teachers in learning still apply conventional learning, which causes poor science process skills in students. This study aims to improve students’ science process skills taught using the scientific inquiry learning model. This research method is a quasi-experiment. The population in this study were all students of class X SMA, with 130 students. Sampling was done by random cluster sampling. The instrument used was an essay with a total of 8 questions. The results of this study obtained an average pretest value of 41.05 and an average post-test score of 63.31. So it can be concluded that the scientific inquiry learning model effectively increases curiosity and science process skills in students.

The effect of scientific inquiry learning model and scientific attitude on students’ science process skills

This study aims to analyze how science process skills use scientific inquiry, to analyze how science process skills with high scientific attitude and low scientific attitude, to analyze the interaction between scientific inquiry and scientific attitude. This type of research is a quasi experiment with a pretest-posttest control group design. Data analysis was performed using descriptive analysis which aims to be able to explain and predict the symptoms that apply on the basis of data obtained in the field. Based on the results of the study it was found that the science process skills using scientific inquiry on the temperature and heat material experienced a significant increase, the skills that had a high scientific attitude were better than the science process skills which had a low scientific attitude, and there was an interaction between scientific inquiry and scientific attitude.

STUDI FENOMENOLOGIS MODEL PEMBELAJARAN BAHASA ARAB DI MA'HAD STAIN KUDUS

This study aims to analyze the Arabic learning model in the ma'had of STAIN Kudus which includes 4 aspects that are learning syntax, social systems, reaction principles and support systems as well as instructional impacts. This type of research is a phenomenological qualitative method using observational methods of interviews and documentation. The data validity test used data triangulation techniques. The results of the analysis show that: 1) the learning syntax is differentiated according to the learning mode, namely the scientific inquiry learning model, the memory learning model, and the inductive learning model. 2) the social system used in learning Arabic in the ma'had of STAIN Kudus students is a cooperative learning system, 3) the principle of reaction includes lecturers as facilitators, developers of inquiry abilities and cognitive abilities of students, 4) support systems and instructional impacts in ma ' There are raw data, support power, intellect and an instructor who is skilled at conducting inquiries

THE INFLUENCE OF SCIENTIFIC INQUIRY MODEL ON SCIENCE PROCESS SKILLS IN ELASTICITY AND HOOKE LAW LEARNING MATERIAL

This study aims to determine the effect of the scientific inquiry model to improve students' science process skills on the subject matter of elasticity and hooke's law. This type of research was a quasi experiment with a control group design pre-test post-test. The population of this study were all Eleven (XI) class Senior High School 18 Medan in 2019/2020 academic years. The research sample was taken by using cluster random sampling technique which took 2 classes from 4 classes, namely class XI MIPA 1 as the experimental class and XI MIPA 4 as the control class with 26 students each. The instrument used was a cognitive question in the form of an essay with 7 questions that had been validated first. Before learning was carried out pretest, based on the results of pretest data processing, the average value of the experimental class was 15.49 and the control class was 12.09. The results of the pretest conducted by hypothesis testing with t-test at a significant level = 0.05, it was found that the initial abilities of the two samples were the same in terms of science process skills. Furthermore, learning was carried out using the scientific inquiry learning model in the experimental class and conventional learning in the control class. After being given a different treatment model, the two classes conducted a postest to see the students' final abilities. The average value of the experimental class was obtained 78.24 and the control class was obtained 69.67. Based on the hypothesis test with the t-test, it was found that there was a significant difference, which means that there was a significant influence from the scientific inquiry model on science process skills accompanied by an assessment of students' science process skills activities.

The Influence of Collaborative Inquiry Learning Model and Scientific Attitudes on 4th Grade Students' Learning Outcomes in Style Material

This study aims to determine: student learning outcomes using collaborative and scientific inquiry learning model are higher than direct learning models (Direct Instruction) on style material, student learning outcomes that have high scientific attitudes are better than students who have low scientific attitudes on material style; and the interaction of collaborative inquiry learning model and scientific attitudes towards student learning outcomes in style material. This research is a quasi-experimental study. The population in this study are 28 class IV-A students and 28 class IV-B students. The sample in this study is selected by total sampling of two classes. The instrument consisted of a style of learning outcomes test in the form of multiple choice tests and a scientific attitude questionnaire. Data analysis using two-way ANAVA at the level of α = 0.05 with the help of IBM SPSS Statistics 25 and Excel 2013. The results shows that: the learning outcomes of student style material taught using the Collaborative Based Inquiry learning model 82.96 higher than the average the learning outcomes of style material using the Direct Instruction learning model of 74.67, the learning outcomes of students who have high scientific attitudes have an average of 83.67 and the learning outcomes of students who have low scientific attitudes on average 72.76, and there are the interaction between learning models and scientific attitudes in influencing student learning outcomes material style.

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL TO SCIENCE PROCESS SKILLS ON ELASTICITY AND HOOKE’S LAW TOPIC

This research have purpose to know the effect of scientific inquiry learning model on student’s science process skills and student’s learning activity on elasticity and Hooke’s law topic. This research is a quasi experiment using control group pre-test-post-test design. The sampel of theses research consisted of two classes, each contains 30 students. By using total sampling, one class is made as experiment class that uses scientific inquiry learning model, and one class is as control that uses conventional learning model, so class XI science -1 as experiment class and class XI science -2 as control class. The instrument used was a test of science process skills in the form of student’s science process skills in the form of 7 essay test. In the experimental class the average activity of students in the three meeting, are 60.19, 77.59 and 86.67. The learning activity have increase during three times meeting and have average value 74.81 and have good category. The data obtain so scientific inquiry learning model can increase learning activity on elasticity and Hooke’s law topic of SMA Swasta Santa Maria Medan grade XI odd semester A.Y. 2018/2019. The value of the average post-test experimental class was 76.31 and control class was 70.83. Hypothesis with t-test shows the result there was a significant effect of scientific inquiry learning model on student’s science process skills on elasticity and Hooke’s law topic of SMA Swasta Santa Maria Medan grade XI odd semester A.Y. 2018/2019.

The Effect of Scientific Inquiry Learning Model and Scientific Argumentation on The Students’ Science Process Skill

This study aim edtoanalyze if the result of students science process skill with using scientific inquiry learning model better than conventional learning, to analyze if the results of science process skill of students who have high average of scientific argumentation better than students who have low average of scientific argumentation, to find out interaction between scientific inquiry learning model and scientific argumentation of physics students science process skill. This research is a quasi-experimental design with two group pretest-posttest design. The result of the data analyzed by using two ways Analysis of Variance. The results showed that the science process skill of students using scientific inquiry learning model better than conventional learning, The science process skill of students who have high average of scientific argumentation better than students who have the low average of scientific argumentation, and there was interaction between the scientific inquiry learning model and conventional learning with scientific argumentation to improve physics students science process skill.

Development Instrument’s Learning of Physics Through Scientific Inquiry Model Based Batak Culture to Improve Science Process Skill and Student’s Curiosity

This research aims to: (1) developed a instrument’s learning (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) of physics learning through scientific inquiry learning model based Batak culture to achieve skills improvement process of science students and the students’ curiosity; (2) describe the quality of the result of develop instrument’s learning in high school using scientific inquiry learning model based Batak culture (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) to achieve the science process skill improvement of students and the student curiosity. This research is research development. This research developed a instrument’s learning of physics by using a development model that is adapted from the development model Thiagarajan, Semmel, and Semmel. The stages are traversed until retrieved a valid physics instrument’s learning, practical, and effective includes :(1) definition phase, (2) the planning phase, and (3) stages of development. Test performed include expert test/validation testing experts, small groups, and test classes is limited. Test classes are limited to do in SMAN 1 Padang Bolak alternating on a class X MIA. This research resulted in: 1) the learning of physics static fluid material specially for high school grade 10th consisted of (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) and quality worthy of use in the learning process; 2) each component of the instrument’s learning meet the criteria have valid learning, practical, and effective way to reach the science process skill improvement and curiosity in students.

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL TO SCIENCE PROCESS SKILL ON DYNAMIC FLUID TOPIC OF GRADE XI SEMESTER II SMA DHARMA PANCASILA MEDAN A.Y 2016/2017

This research aims to analyze the effect of scientific inquiry learning model to science process skills on dynamic fluid topic grade XI semester II SMA Dharma Pancasila Medan academic year 2016/2017. The type of this research was quasi experiment, with experiment class used scientific inquiry learning and control class used conventional learning. The population was all of the classes XI. Sample was taken with random sampling technique. The instrument used to determine student’s science process skills in dynamic fluid matter in form of experiment test with two observer and observation activity of student and the instrument had been validated and fulfilled to validator expert and reliability of test. Based on the data tabulation obtained the result of science proces skill of student pre-learning in experiment class 32.06 and 31.35 in control class and the result of science process skills post-learning in experiment class 78.13 and 50.91 in control class. Based on t testing, it can be conclude that science process skills of student using scientific inquiry learning model was better than conventional learning.Keywords: Scientific inquiry learning model, science process skills

Scientific Approach and Inquiry Learning Model in the Topic of Buffer Solution: A Content Analysis

Many concepts in buffer solution cause student’s misconception. Understanding science concepts should apply the scientific approach. One of learning models which is suitable with this approach is inquiry. Content analysis was used to determine textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. By using scientific indicator tools (SIT) and Inquiry indicator tools (IIT), we analyzed three chemistry textbooks grade 11 of senior high school labeled as P, Q, and R. We described how textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. The results show that textbook P and Q were very poor and book R was sufficient because the textbook still in procedural level. Chemistry textbooks used at school are needed to be improved in term of scientific approach and inquiry learning model. The result of these analyses might be of interest in order to write future potential textbooks.

Effect of Scientific Inquiry Learning Model on the Student’s Generic Science Skill

This research aims to analyze the effect of scientific inquiry learning model on the student’s generic science skill (GSS). This research is a research quasi experimental with two group pretest-posttest design. The population of the research is all students of class X SMA Negeri 1 Batangkuis semester II academic year 2016/2017. The sample in this research taken as a cluster random sampling, that is as much as 2 class numbered 62 people. Class X MIA3 as a class experiment that taught scientific inquiry learning model consisting of 30 students, class X MIA1 as control classes are taught with the conventional learning consists of 32 students. This research instrument using the generic science skill essay test that consists of 10 questions have been validated. The resulting data were analyzed using t-test results obtained. Based on the research, the average value of postes of control class is 66.69 and experimental class is 79.63. Test the hypothesis produce value the significance of 0.000 < 0.05 which shows that the scientific inquiry learning model influences the students generic science skill.

The Effect of Scientific Inquiry Learning Model Using Macromedia Flash on Student’s Concept Understanding and Science Process Skills in Senior High School

The Effect of Scientific Inquiry Learning Model Using Macromedia Flash on Student’s Concept Understanding and Science Process Skills in Senior High School

The Effect of Scientific Inquiry Model Assisted Visual Media on Students¡¯ Conceptual and Procedural Knowledge

This study aimed to analyze the gain of students’ conceptual and procedural knowledge of Scientific Inquiry model assisted visual media and conventional learning; to analyze whether the gain of students’ conceptual and procedural knowledge taught by Scientific Inquiry assisted visual media model was better than conventional learning. This research was a quasi- experimental research with two group pretest-posttest design. The population of this research was second semester students of Al Bukhari Moslem Integrated High School grade X academic year 2016/2017. The sampling technique was cluster random sampling that consisted of 2 groups with 68 students. Class X-1 were experimental group taught by Scientific Inquiry models consisted of 34 students and class X-3 were control group taught by conventional learning consisted of 34 students. The instrument of the research were essay test of conceptual and procedural knowledge consisted of 10 questions for each. The data were analyzed using t test statistics. The result showed that: the mean gain of students’ conceptual knowledge taught by Scientific Inquiry model was in medium level and low level for conventional learning. The mean gain of students’ procedural knowledge taught by Scientific Inquiry model was in high level and medium level for conventional learning. Hypothesis test showed that the mean gain of students’ conceptual and procedural knowledge taught by Scientific Inquiry was better than conventional learning. This result showed that there was a positive effect of Scientific Inquiry model assisted visual media on the students’ conceptual and procedural knowledge using Scientific Inquiry learning model.

THE EFFECT OF MODEL SCIENTIFIC INQUIRY TOWARD SCIENCE PROCESS SKILLS VIEWED FROM SCIENTIFIC ARGUMENTATION

The purpose of this research is to determine: the result of students’ science process skill with using scientific inquiry learning model better than conventional learning, science process skill of students who have high average scientific argumentation better than students who have low average scientific argumentation, the interaction between scientific inquiry learning model and scientific argumentation of physics students' science process skill. This research is a quasi-experimental research. The sampling choosed by cluster random sampling. This research instrument used tests of scientific argumentation and science process skills test. The results of this research concluded that: the science process skill of students using scientific inquiry learning model better than conventional learning, science process skill of students who have high average scientific argumentation better than students who have the low average scientific argumentation, and there was interaction between the scientific inquiry learning model and conventional learning with scientific argumentation to improve physics students' science process skill.

THE EFFECT OF MODEL SCIENTIFIC INQUIRY USING MEDIA PhET TOWARD SKILLS PROCESS OF SCIENCE VIEWED FROM CRITICAL THINKING SKILLS

The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who have the critical thinking skills using a model of scientific inquiry over average better than students who have critical thinking skills using a direct model of instruction above average, there is interaction scientific inquiry model using the media PhET with critical thinking skills of students in improving students' science process skills.

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL AND CREATIVE THINKING ABILITY ON SCIENCE PROCESS SKILLS OF STUDENT

The aims of this research were to analyze science process skills of students using scientific inquiry Learning Model is better than science process skills of students using conventional learning, analyze science process skills of students who have high category in creative thinking ability better than low category in creative thinking ability, and analyzethe interaction between scientific inquiry learning and the level of creative thinking ability in improving the science process skills. The research type was quasi experiment and two group pretest-posttest designs were used in this study. The population of the study was grade X of SMAN 1 Stabat Academic Year 2014/2015. The sample was chosen by using cluster random class technique. The sample was divided into two classes, the experiment class taught by scientific inquiry and control class taught by conventional learning. The instrument was consisting of science process skills test and creative thinking ability test. Data in this research was analyzed by using two way ANOVA. The results of this research showed that the scientific inquiry learning model was better than conventional learning in improving the students science process skills, the science process skills of the students who had high category in creative thinking ability was better than low category, and there was interaction between scientific inquiry learning model and the level of creative thinking ability in improving students science process skills.