Inquiry Learning

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

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Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

Journal of Education and Training Studies ◽

10.11114/jets.v5i13.2855 ◽

2018 ◽

Vol 5 (13) ◽

pp. 79

Author(s):

Figen Altay ◽

Kevser Bozkurt

Keyword(s):

Correlation Analysis ◽

Educational Games ◽

Educational Game ◽

Test Results ◽

Knowledge Test ◽

Significant Difference ◽

Scoring Rubrics ◽

Sample Test ◽

The Difference ◽

Poster Presentations

The purpose of this study was to investigate the difference between evaluations of the educational game materials and poster practices by students’ own peers and by expert educators using the rubrics created by expert educators and students together. Study included 10 students and 3 educators attended educational game materials course. Students were informed about basic skills of movement, game, game types, game equipment, analytical rubric, and educational game lectures were given to the students for 6 weeks and 80 minutes each week. 12-question knowledge test was used regarding educational games, analytical scoring rubrics, developing game materials and preparing posters. Materials and posters presented in the course were recorded. Evaluation scales were selected by students and expert teachers. Selected peers and educators evaluated 25 videos. One-way analysis of variance and correlation analysis were used for the reliability and repeatability measurements of the students and teachers. R values of 0.96-0.92 were found between students and 0.78-0.86 between educators. For knowledge tests of the groups, according to Wilcoxon paired two-sample test, there was a significant difference in test results (p<.05). The t test was used in the results of the student and educator video evaluations and there was no significant difference between the scores given by the expert educators and the students to the material and poster presentations (p>.05). In conclusion, this study showed that students could make evaluations as good as expert educators when given an answer key such as a scoring rubric that will help them in the evaluation.

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Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

Momentum Physics Education Journal ◽

10.21067/mpej.v4i2.4522 ◽

2020 ◽

pp. 73-84

Author(s):

Ike Lusi Meilina ◽

Supriyono Koes Handayanto ◽

Muhardjito Muhardjito

Keyword(s):

Prior Knowledge ◽

Conceptual Understanding ◽

Scientific Reasoning ◽

Model Development ◽

Learning Model ◽

Reasoning Ability ◽

Knowledge Test ◽

Ability Test ◽

Reasoning Abilities ◽

Significant Difference

Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

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The Results Presentation of The Test Plants As A Natural Indicator of The Test Compounds of The Acid-Base Balance In the Teaching Materials of The Atlas to Train Scientific Reasoning Students

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v2i3.116 ◽

2021 ◽

Vol 2 (3) ◽

pp. 354-364

Author(s):

Raddina Aprilia Putri ◽

Endang Susantini ◽

Titik Taufikurohmah

Keyword(s):

Research And Development ◽

Scientific Reasoning ◽

Probabilistic Reasoning ◽

Test Results ◽

Acid Base Balance ◽

Acid Base ◽

Teaching Materials ◽

Post Test ◽

Base Balance ◽

Theoretical Reasoning

The type of research applied in this research is Research and Development. The development model used is Dick and Carrey. The purpose of this research and development is to design an Atlas and apply it to train the students' scientific reasoning abilities. Atlas is a teaching materials developed and applied to high school / vocational / MA level students. The sample chosen for the implementation of the Atlas of teaching materials was grade X of VOCATIONAL Health Yannas Husada Bangkalan students. The application of plants as natural indicators of acid-base tests is the material presented in the developed Atlas. Plants selected as indicators are tested first to be presented in the Atlas. Atlas is a teaching material that can convey information related to the use of natural indicators of the acid-base test to train the students' scientific reasoning skills. The four indicators of scientific reasoning that are trained are Theoretical Reasoning, Proportional Reasoning, Probabilistic Reasoning, and Correlational Reasoning. The data shows the students' scientific reasoning ability on the post-test results, as many as 20% of students are on the high criteria, 60% are moderate criteria, and 20% are still on the low criteria from the post-test results. The post-test result data is quite increased when compared to the pretet results, which 100% of students are in the low criteria.

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PEMBELAJARAN INQUIRY MENGGUNAKAN GOOGLE FORM TERHADAP HASIL BELAJAR SIMULASI DAN KOMUNIKASI DIGITAL

EDUKATIF : JURNAL ILMU PENDIDIKAN ◽

10.31004/edukatif.v1i2.6 ◽

2019 ◽

Vol 1 (2) ◽

pp. 56-63

Author(s):

Popi Radyuli ◽

Rini Sefriani Sefriani ◽

Nurul Qomariah

Keyword(s):

Learning Outcomes ◽

Conventional Method ◽

Digital Communication ◽

Digital Simulation ◽

Inquiry Learning ◽

Test Results ◽

Learning Models ◽

Average Value ◽

Academic Year ◽

Positive Effect

This study aims to determine whether there is influence of Inquiry learning model using Google Form on the learning outcomes of class X digital communication and simulation subjects based on research conducted at SMK Negeri 9 Padang, Jl. Bundo Kanduang No. 18 West Padang class X Culinary department in odd semester 2018/2019 academic year, obtained the final average value in the experimental class given learning with the Inquiry model of 88.78 and the control class given learning using the conventional method of 77.19. The test results t_count ^ = 8.5221, for ttable ^ = 2.338 so that it is obtained t_count ^> t table ^ (8.5221> 2.338. Thus H0 is rejected and H1 is accepted, which means that there is a positive effect of applying Inquiry learning models using Google Form against learning outcomes of class X digital simulation and communication subjects at SMK Negeri 9 Padang in the odd semester of the 2018/2019 academic year.

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