Qualitative Research on the Implementation of Inquiry-based Instruction

Wang, Pi-Hsia; Wu, Pai-Lu; Wu, Hui-Ju; Tseng, Shu-Feng

doi:10.15341/jmer(2155-7993)/02.04.2014/005

Cited by 2 publications

(1 citation statement)

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“…In practical exercises, students plan and work on their own and discuss the problems faced with group members, and the teacher as a facilitator to help students in working on the difficulties encountered [22]. This is in accordance with [23] that teachers play an important role in solving problems and teachers direct students at important times during the learning process. Furthermore, results can be seen in the analysis test of the effectiveness and efficiency of the learning model can see in Table 6.…”

Section: Fig 1 Data Analysis Of Student Physics Learning Outcomes Onmentioning

confidence: 63%

Investigating the Effectiveness of Inquiry Learning and Direct Learning Models Toward Physics Learning

Fatmawati¹,

Sukariasih²,

Fayanto³

et al. 2019

Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019)

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This research proposes to determine the effectiveness of physics learning by comparing physics learning models, namely inquiry learning and direct learning models. This research limited to a review of student learning outcomes taught by using inquiry learning and direct learning. The research instrument consisted of a learning program plan, questions, and worksheets for students with a research period of 5 months. The topic taught of static fluid in class XI of Senior High School 1 Lawa, West Muna regency.This study used a pre-test post-test control group design where this design involved two groups of subjects, one was given experimental treatment (experimental class) and one was not treated (control class). This design consists of three phases: pre-test, application of learning models, and post-test learning. The first phase of pretest learning was tested for initial knowledge. Second phase learning is taught using two learning models in two different classes, namely the inquiry learning model and direct learning model.The third stage of the post-test stage is useful to determine the final ability of students after being taught using inquiry and direct learning in the control class and experimental class. Data analysis techniques use N-gain value. The final test results with the inquiry learning model of students included in the high category (56%), moderate (44%), and low class (0%), while in the final test the direct learning model was (20%) in the high class, (52 %) in the medium category, and as much (28%) in the low class.The conclusions of the study concluded that final tests using inquiry learning were higher than using direct learning with the percentage of effectiveness of 98.37% inquiry learning and 43.37% direct learning.

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Section: Fig 1 Data Analysis Of Student Physics Learning Outcomes Onmentioning

confidence: 63%