Design of a 7E model inquiry-based STEM (iSTEM) lesson on digestive system for Grade 8: An open-inquiry approach

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh pembelajaran dengan pendekatan guided dan Structured Inquiry terhadap kemampuan penguasaan konsep dan scientific skill siswa kelas XI SMA Negeri 3 Yogyakarta. Penelitian ini merupakan penelitian kuasi eksperimen menggunakan desain pretest posttest comparison group design. Sampel penelitian adalah dua kelas XI IPA yang diambil secara acak, satu kelas Guided Inquiry dan satu kelas Structured Inquiry. Data yang diambil berupa nilai penguasaan konsep dan keterampilan scientific skill. Data dianalisis dengan menggunakan Uji t. Hasil analisis menunjukkan bahwa pembelajaran menggunakan guided dan Structured Inquiry dapat meningkatakna penguasaan konsep siswa dengan perbedaan yang signifikan diantara keduanya. Nilai N-gain kemampuan penguasaan konsep pada kelas Guided Inquiry lebih tinggi dibandingkan kelas Structured Inquiry yang artinya bahwa pendekatan Guided Inquiry lebih efektif untuk meningkatkan penguasaan konsep siswa.Kata Kunci: pendekatan guided inquiry, pendekatan structured inquiry, penguasaan konsep, keterampilan scientific skill The Effect of Inquiry Learning Approach on the Mastery of Concepts and Scientific Skill of Digestive System AbstractThis research aims to reveal the effect of teaching by using the guided and Structured Inquiry approach on the ability of mastering concepts and scientific skill of Grade XI of SMAN 3 Yogyakarta. This research was quasi-experimental research conducted by using pretest-posttest comparison group design. The sample was two classes of grade XI majoring natural science established randomly, one Guided Inquiry class and one Structured Inquiry class. The data collected included the score of mastery of concepts and scientific skills t-test was used to analyze the data. The results of the study show that (1) teaching by using the Guided and Structured Inquiry approaches can improve students’ mastery of concepts and scientific skills with significant difference among both approaches. The score of N-gain mastery of concepts of the students in the Guided Inquiry class is higher than in Structured Inquiry class, which means that the Guided Inquiry approach is more effective in improving students’ mastery of concepts.Keywords: guided inquiry approach, structured inquiry approach, mastery of concepts, scientific skills

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Falling PC Solitaire Cards: An Open-Inquiry Approach

The Physics Teacher ◽

10.1119/1.4745692 ◽

2012 ◽

Vol 50 (6) ◽

pp. 365-366

Author(s):

Wilson J. González-Espada

Keyword(s):

Open Inquiry ◽

Inquiry Approach

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Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science

Journal of Research in Science Teaching ◽

10.1002/tea.3660310308 ◽

1994 ◽

Vol 31 (3) ◽

pp. 293-318 ◽

Cited By ~ 46

Author(s):

Wolff-Michael Roth ◽

G. Michael Bowen

Keyword(s):

Open Inquiry ◽

Representational Practices ◽

Grade 8

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PENINGKATAN KETERAMPILAN PROSES SAINS DASAR DENGAN PENDEKATAN OPEN-INQUIRY

Pancaran Pendidikan ◽

10.25037/pancaran.v6i1.2 ◽

2017 ◽

Vol 6 (1) ◽

pp. 13

Author(s):

Laily Nur Aisiyah

Keyword(s):

Data Analysis ◽

Basic Science ◽

Science Learning ◽

Kindergarten Children ◽

Process Skills ◽

Science Process Skills ◽

Open Inquiry ◽

Causal Thinking ◽

Inquiry Approach ◽

Group B

The objetive of this action research was to understand comprehensively the effort to improve basic science process skills of kindergarten children in group B of TK Muslimat 02 Singosari Malang. The method that have been use in aim to improve basic science process skills is open-inquiry approach in science learning. The data were collected through participant using interview, observation, and test. The data analysis and interpretation indicates that open-inquiry approach in science learning can be used to improve basic science process skills of kindergarten children in group B of TK Muslimat 02 Singosari Malang. Open inquiry approach that have been used in this research consist of four stages which are playing stages, causal thinking (associative thinking) developing stages, chalenge stage, and investigation stage. The findings lead to the recommendation for the teacher to use the open-inquiry approach in science learning to improve basic science process skills.

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