The Study of Inquiry Ability in the Photosynthesis Concept

Abstract

The learning process has characteristics that reflect scientific, thematic, collaborative, and student-centered. This type of learning usually uses constructivist learning, and one of them is Inquiry. The inquiry is a process to get information by conducting observations or experiments to find answers or solve problems for questions or formulation a problem by using logical and critical thinking skills. This preliminary study focused on investigating new prospective teachers’ inquiry ability. The respondents were new prospective teachers of Hamzanwadi University. The research instrument was a student worksheet with the topic “photosynthesis.” Data analysis used descriptive statistical methods by calculating the score of each indicator of Inquiry after three assessments. Using of amount score to shows that for each indicator: (1) problem formulation (66), (2) Hypothesis (50), (3) Design (40), (4) Findings (12), and (5) Conclusions (10). It can be concluded that the new prospective teachers’ in their involvement still needed to be trained, guidance, and continues to be developed. Therefore, Inquiry-based learning needs an extension for their next learning.

Online Integrative Teaching Strategies: Thematic and Focus Inquiry for Improved Science Process Skills

“…In comparison, 20% of the integrative group or six students reach their outstanding defining level through the focusing inquiry teaching strategy. This increased student's performance in defining skills implied that the learners could describe the variables and subject presented in the topic (Fatmawati & Rustaman, 2020). They can tell the physical attributes of the eight planets in the solar system and their internal characteristics (Panoy, 2017;Ortiz & Aliazas, 2021).…”

“…This means that before implementing the strategies, both groups have an outstanding level of experimenting skills and an approaching proficiency level in defining and interpreting data skills. Because the students already reached an outstanding level regarding their experimenting skills, the researcher revised the post-test order and altered some of the items that measure the experimenting ability of the learners (Fatmawati & Rustaman, 2020). After the post-test, the data shows that the learners experimenting skills after the changes made in the test order and some alterations on the test items reveal that their experimenting ability is still at an outstanding level.…”

“…It also underlines the importance of internal and exterior thoughts in the cognitive process (Hanfstingl, Benke, & Zhang, 2019). Students' mental capacity to acquire and retain information will be boosted by integrating the focused inquiry teaching technique and thematic teaching in science topics, adjusting it to what they already know for more significant learning and retention for a more extended period (Desyandri et Al., 2019;Fatmawati & Rustaman, 2020). This strategy focuses primarily on the students' progress and assists the teacher in effectively teaching the subject (Shahali& Halim, 2011).…”

“…students discuss their ideas and findings after becoming acquainted with the fundamental concepts through the initial inquiry activities, they use them to further their conceptual understanding(Baharom et Al., 2020).Theses associated with inquiry including asking questions, employing techniques to collect needed data, and thinking logically regarding the relationship of the context to real real-world scenarios. Using questions in the focusing inquiry process helps the students establish learning and further enhance their retention of what they are studying(Fatmawati & Rustaman, 2020). According to the study conducted byNational Research Council (2000), the standards on utilizing inquiry emphasize the learner's ability to develop thinking ways.…”

Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik Melalui Teknik Divergent Thinking dan Mind Mapping Dalam Pembelajaran PPKn

“…Tujuan penelitian ini yaitu untuk mengeksplorasi dan menguji efektivitas penggunaan teknik divergent thinking dan mind mapping dalam peningkatan keterampilan berpikir kreatif peserta didik. Serta melihat apakah terdapat signifikansi perbedaan hasil pembelajaran dengan teknik divergent thinking dan mind mapping dengan pembelajaran PPKn yang dilakukan dengan teknik konvensional Hal tersebut memiliki kesesuaian dengan pendapat yang mengungkap bahwa In addition to using appropriate content in the classroom, teachers should foster their students' creativity as part of the learning process.s (Fatmawati, 2016). Maka dari itu hasil dari penelitian ini diharapkan akan memberi manfaat positif pada pengembangan dalam pendidikan dan dapat dipertimbangkan sebagai bahan pertimbangan bagi para pendidik dalam melakukan pengembangan strategi efektifitas pembelajaran untuk mengembangkan peningkatan kualitas berpikir kreatif pada peserta didik.…”