A Guided Inquiry laboratory to enhance students’ understanding of the Law of Mechanical Energy Conservation

Abstract

This study investigated tenth grade Bhutanese students’ understanding of the law of mechanical energy
 conservation. A low-cost hands-on model developed using locally available materials designed as an integral part
 of a guided inquiry laboratory was used as intervention. A single-group pretest-posttest research design was
 employed. The instruments used to explore the students’ conceptual understanding and views and attitudes were
 13 two-tier multiple-choice items and 20 close-ended Likert-based items, respectively. The study also examined
 the students’ views and attitudes toward a guided inquiry laboratory and the effectiveness of a hands-on model
 through a semi-structured interview protocol. The data was analysed by calculating the mean, standard deviation,
 and t-test. The paired-sample t-test indicated a significant enhancement of students’ conceptual understanding
 due to the intervention of the guided inquiry laboratory from pretest (M=12.59, SD=3.28) to posttest [M=21.39,
 SD=3.07), t(99) = – 52.14, p

Pengembangan Panduan Praktikum Elektronika Dasar Alat Electricity Demonstration Kit-B Berbasis Model Inkuiri Terbimbing

“…Pembelajaran berbasis inkuiri didefinisikan sebagai proses menemukan hubungan sebab akibat baru, dimana pelajar merumuskan hipotesis dan mengujinya dengan melakukan eksperimen dan atau melakukan observasi (Pedaste et al, 2015). Inkuiri merupakan salah satu model pengajaran yang dilaksanakan secara hands-on dan mind-on (Wangdi et al, 2017). Situasi inkuiri yang ideal dalam kelas terjadi ketika mahasiswa dapat merumuskan prinsip baru melalui bekerja sendiri atau dalam grup kecil dengan pengarahan minimal dari dosen (Jusman et al, 2020).…”

Pengaruh Pembelajaran Hands-on Dan Virtual Lab Terhadap Pemahaman Konsep Dan Berpikir Kritis Siswa

“…Mengacu pada uraian temuan dan pembahasan, dapat disimpulkan bahwa pembelajaran hands-on dan virtual lab dapat meningkatkan pemahaman konsep dan berpikir kritis siswa secara signifikan pada materi perpindahan kalor. Hasil penelitian ini sesuai dengan penelitian sebelumnya yang mengungkapkan bahwa pembelajaran laboratorium dapat meningkatkan pemahaman konsep (Arista & Kuswanto, 2018;Demircioğlu & Çağatay, 2014;Wangdi, Kanthang, & Precharattana, 2017) dan berpikir tingkat tinggi, salah satunya berpikir kritis siswa (Croner, 2003;Irwanto, et al, 2019).…”

Elementary Science Teachers’ Understanding of Inquiry-Based Teaching and Self-Evaluation of their Practices: A Case Study from Thailand

“…Inquiry-based teaching plays an important role in teaching and learning science (American Association for the Advancement of Science [AAAS], 1990) and is promoted widely in the science education domain (Balogová & Ješková, 2018;Dobber, Zwart, Tanis, & van Oers, 2017;Wangdi, Precharattana, & Kanthang, 2020). In Thailand, inquiry-based teaching is promoted by the Institute for the Promotion of Teaching Science and Technology (IPST), which provides training programs for developing teachers' attitudes and teaching based on inquiry strategies.…”