Guided inquiry learning model to improve the conceptual understanding and scientific work skills of high school students in Central Java

Sarwi, Sarwi; Hidayah, Nur; Yulianto, Agus

doi:10.1088/1742-6596/1170/1/012083

Cited by 6 publications

(8 citation statements)

References 2 publications

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“…Jerrim et al (2020) found that using inquiry-based teaching was frequently not related to a better science achievement. In other studies, students who frequently experienced inquiry-learning approaches in science courses showed lower levels of science achievement (Areepattamannil et al, 2020;Firman et al, 2019;Özgür & Yılmaz, 2017;Sarwi et al, 2019;Suarez et al, 2018). However, using different inquiry-based models yields different learning results.…”

Section: Inquiry-based Learningmentioning

confidence: 93%

Exploring the Effects on Fifth Graders’ Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education

Zhao

Liu

et al. 2021

JBSE

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The inquiry-based learning model can facilitate students’ understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students’ beliefs about the nature of the process of knowledge in science education. However, whether the “prediction-observation-explanation” (POE) inquiry-based learning model can facilitate fifth graders’ concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders’ science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners’ SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors. Keywords: inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs

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Section: Inquiry-based Learningmentioning

confidence: 93%

Exploring the Effects on Fifth Graders’ Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education

Zhao

Liu

et al. 2021

JBSE

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“…Learning activities carried out by students train the ability to think reflectively and think critically. Someone who has developed higher-order thinking skills is characterized through scientific activities such as: i) conveying ideas that have never been proposed by others; ii) finding new applications to clarify existing knowledge or understanding; iii) connecting existing ideas to formulate new ideas; and iv) proficient and imaginative in solving both structured and unstructured problems [42]. Students are said to have high-order thinking skills if they carry out the following activities: i) deeply recognize basic knowledge and learn something new, ii) open new ideas, and iii) look for material sources to develop existing ideas [43]- [45] states that learning science based on scientific methods and process skills can improve students' level of thinking, academic success, and their attitude towards scientific knowledge.…”

Section: The Effectiveness Of Science Learning In the Text Of Islamic...mentioning

confidence: 99%

Science learning STEM-R approach: A study of students' reflective and critical thinking

Sarwi,

Marwoto,

Susilaningsih

et al. 2024

EduLearn

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This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

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“…According to way were chosen of two groups on the way of problems solving ability, it's can be said that the teacher candidate student not understand the wave concept very well. In other word, can be said that the teachers' candidate students were had less attention on the process learning especially on the wave concepts (Sarwi et al, 2018). Furthermore, the teacher candidate student also could not mention or explain the x and t variable on the wave function diagram.…”

Section: Figure 2 Memory Model During the Process Of Verbalizationmentioning

confidence: 99%

“…Learning to equip teacher candidates does not simply rely on conceptual understanding but also building the habit of thinking like a scientist or expert thinking. The guided inquiry learning by applying the values of conservation characters to effectives improve understanding of the concept of high school students (Sarwi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Analysis of the Problems Solving Pattern on Wave Concept of the Physics Teachers’ Candidate

Sarwi

Nugroho

2023

JPFI

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The purpose of this research is to find the pattern of problem-solving of the wave concept. Qualitative research methods have been used. Think-aloud methods, essay tests, and interviews were used in data collection. Data analysis used qualitative analysis techniques. The results of the pattern of wave problem-solving by prospective teachers are formula-based methods, followed by P-prim and a small amount using analytical thinking. Difficulties in the effect of phase changes on the shape and value of displacement, and the propagation of string waves on the stationary wave of the Meld’s experiment. From the analysis, it is necessary to learn multi-representation of the concept of waves based on the type of problem-solving pattern was used. The benefits of research as input for monitoring the curriculum of the study program and increasing the interaction of wave physics learning.

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Guided inquiry learning model to improve the conceptual understanding and scientific work skills of high school students in Central Java

Cited by 6 publications

References 2 publications

Exploring the Effects on Fifth Graders’ Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education

Exploring the Effects on Fifth Graders’ Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education

Science learning STEM-R approach: A study of students' reflective and critical thinking

The Analysis of the Problems Solving Pattern on Wave Concept of the Physics Teachers’ Candidate

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