scholarly journals Open Inquiry‐Based Learning Elicits Deeper Understanding of Complex Physiological Concepts Compared to Traditional Lecture‐Style or Guided‐Inquiry Learning Methods

2015 ◽  
Vol 29 (S1) ◽  
Author(s):  
Brandon Franklin ◽  
Lin Xiang ◽  
Jason Collett ◽  
Megan Rhoads ◽  
Jeffrey Osborn
Keyword(s):  
Inquiry Learning ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Inquiry Based Learning ◽  
Open Inquiry

scholarly journals The effect of guided inquiry learning methods on learning outcomes in terms of learning motivation of fourth grade students the theme of my ideals

2019 ◽  
Vol 12 (2) ◽  
pp. 120-128
Author(s):  
Nikmatun Hasanah
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Control Group ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Fourth Grade Students ◽  
Equivalent Control

Abstrak: This study aims to describe the effect of guided inquiry learning methods on learning outcomes in terms of learning motivation of fourth grade students on the theme of my dreams. This research is a quasi-experimental study with the design of a non-equivalent control group. The population in this study was all of the fourth grade of SDN Jember Lor 02 in the 2018/2019 school year which consisted of two classes namely IVA and IVB. The experimental class and control class samples were determined by drawing, so the experimental classes IVA and IVB control classes were obtained. Data was collected using tests and questionnaires. The validity of the test instruments and questionnaires was obtained by using the product moment correlation formula, while the reliability test was obtained using the Cronbach Alpha formula assisted by SPSS version 16. Data were analyzed using Analysis of Variance (ANOVA) type two way analysis of variance with a significance level of 5%. The results showed that: 1) there was a positive and significant influence of the use of guided inquiry learning methods on student learning outcomes of high motivation groups, and 2) there was a positive and significant effect of the use of guided inquiry learning methods on low motivation group student learning outcomes. Pengaruh metode pembelajaran inkuiri terbimbing terhadap hasil belajar ditinjau dari motivasi belajar siswa kelas iv tema cita-citakuAbstrak: Penelitian ini bertujuan untuk mendeskripsikan pengaruh metode pembelajaran inkuiri terbimbing terhadap hasil belajar ditinjau dari motivasi belajar siswa kelas IV dengan tema cita-citaku. Penelitian ini merupakan penelitian quasi experiment dengan desain non-equivalent control group. Populasi dalam penelitian ini adalah seluruh kelas IV SDN Jember Lor 02 pada tahun pelajaran 2018/2019 yang terdiri dari dua kelas yaitu kelas IVA dan IVB. Sampel kelas eksperimen dan kelas kontrol ditentukan melalui pengundian, sehingga diperoleh kelas eksperimen IVA dan kelas kontrol IVB. Data dikumpulkan menggunakan tes dan angket. Validitas instrumen tes dan angket diperoleh dengan menggunakan rumus korelasi product moment, sedangkan uji reliabilitasnya diperoleh dengan menggunakan rumus Alpha Cronbach berbantuan SPSS versi 16. Data dianalisis menggunakan uji ANOVA (Analysis of Varians) jenis two way analysis of varians dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: 1) terdapat pengaruh positif dan signifikan penggunaan metode pembelajaran inkuiri terbimbing terhadap hasil belajar siswa kelompok motivasi tinggi, dan 2) terdapat pengaruh positif dan signifikan penggunaan metode pembelajaran inkuiri terbimbing terhadap hasil belajar siswa kelompok motivasi rendah. 

scholarly journals Penerapan Metode Pembelajaran Guided Inquiry untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis

2018 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
Nerru Pranuta Murnaka ◽  
Sri Ratna Dewi
Keyword(s):  
Inquiry Learning ◽  
Control Group ◽  
Cluster Sampling ◽  
Learning Method ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Mathematical Concepts ◽  
Control Group Design ◽  
Essay Writing ◽  
Class Viii

Kemampuan pemahaman konsep matematis merupakan salah satu kemampuan yang harus dimiliki oleh siswa. Hal ini dikarenakan suatu konsep yang dipahami akan mengantarkan siswa pada proses pembelajaran yang bermakna. Namun berdasarkan beberapa hasil penelitian yang pernah dilakukan oleh peneliti lainnya menunjukkan bahwa kemampuan pemahaman konsep matematis siswa masih rendah. Salah satu upaya untuk meningkatkan kemampuan pemahaman konsep matematis adalah dengan menerapkan metode pembelajaran guided inquiry pada proses pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui apakah rata-rata peningkatan kemampuan pemahaman konsep matematis antara siswa yang menggunakan metode pembelajaran guided inquiry lebih tinggi dibandingkan dengan siswa yang menggunakan metode pembelajaran secara konvensional. Jenis penelitian yang digunakan adalah kuasi eksperimen dengan tipe penelitian non equivalent control group design. Populasi dalam penelitian ini adalah siswa kelas VIII C - VIII I SMP Negeri 16 Kota Tangerang Selatan. Adapun sampel yang digunakan adalah kelas VIII C sebagai kelas eksperimen dan VIII F sebagai kelas kontrol dengan banyak siswa ada 37 orang. Teknik pengambilan sampel menggunakan cluster sampling. Instrumen yang digunakan berupa tes tertulis berbentuk essai. Teknik pengumpulan data menggunakan tes, observasi, dan dokumentasi. Pengujian hipotesis dengan uji parametrik (uji t equivalent). Hasil penelitian ini menunjukkan bahwa besarnya rata-rata peningkatan antara siswa yang menggunakan metode pembelajaran guided inquiry lebih tinggi dibandingkan dengan siswa yang menggunakan metode pembelajaran secara konvensional. Kata Kunci: kemampuan pemahaman konsep matematis, metode pembelajaran guided inquiry, kuasi eksperimen. ABSTRACT The ability of understanding mathematical concepts is one of the abilities that must be possessed by students. This is because a concept that is understood will lead the students to a meaningful learning process. However, based on some research results that have been done by other researchers show that the ability to understand the mathematical concepts of students is still low. One effort to improve the ability of understanding mathematical concepts is to apply guided inquiry learning method in the learning process. The purpose of this study is to determine whether the average increase in the ability of understanding of mathematical concepts between students using guided inquiry learning method is higher than students using conventional learning methods. The type of research used is quasi experiment with non equivalent type control group design research. The population in this study is the students of class VIII C - VIII I SMP Negeri 16 City Tangerang Selatan. The sample used is class VIII C as experimental class and VIII F as control class with many students there are 37 people. The sampling technique uses cluster sampling. The instrument used is essay writing essay writing. Data collection techniques use tests, observations, and documentation. Hypothesis testing with parametric test (t test equivalent). The results of this study indicate that the magnitude of the average increase between students using guided inquiry learning method is higher compared with students using conventional learning methods. Keywords: Understanding of mathematical concepts, guided inquiry learning methods, quasi experiments.

Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Kepekaan Sosial Siswa Dalam Pembelajaran Ips Di MTs Negeri Lamongan

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 261-276 ◽  
Author(s):  
Kiky Chandra Silvia Anggraini
Keyword(s):  
Social Studies ◽  
Home Environment ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Inquiry Based Learning ◽  
Social Sensitivity ◽  
Data Collection Instrument ◽  
Post Test

One of the problems in school and society is the student's lack of social sensitivity to protect the school and home environment. The student's social sensitivity towards the school and home environment could be improved through the application of guided inquiry learning model.This research is quasi experiment involving control class and experimental one by using questionnaires as a data collection instrument. The process of sampling in this study is conducted through random sampling. The data were analyzed with SPSS version 16.00. Based on the results of pretest and post-test the experimental class using guided inquiry is more effective than the control one using pure inquiry to improve the student's social sensitivity. Analysis by t test was found t is amounted to 3,991 t count > t table so 3991 > 1.67. Then ho is refused and ha is accepted so that the application of guided inquiry learning model is greater than the pure inquiry-based learning model in increasing the student social sensitivity in social studies.

scholarly journals PENGARUH MODEL PEMBELAJARAN INQUIRI TERBIMBING TERHADAP HASIL BELAJAR MAHASISWA

2021 ◽  
Vol 1 (1) ◽  
pp. 12-17
Author(s):  
Yesi Budiarti ◽  
Hera Mutiah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Study Program ◽  
Effective Learning ◽  
Ex Post ◽  
Ex Post Facto

Lecturers have a role to determine effective learning methods to support students in gaining valuable experiences. The research aim is to find out the effect of using guided inquiry learning methods on student learning outcomes. This research is an ex post facto experiment. The samples were 91 students of PGSD. The result is t observed is 1.67 at the 5% level of significant indicating that tob ttab, which means that the use of guided inquiry learning methods has a significant influence on student learning outcomes in the PGSD study program of Muhammadiyah University Pringsewu 2019/2020.

scholarly journals Perspektif Guru Sebagai Implementasi Pembelajaran Inkuiri Terbuka dan Inkuiri Terbimbing terhadap Sikap Ilmiah dalam Pembelajaran Sains

2016 ◽  
Vol 1 (2) ◽  
pp. 179 ◽  
Author(s):  
Pramita Sylvia Dewi
Keyword(s):  
Research Method ◽  
Qualitative Data ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Scientific Attitude ◽  
Open Inquiry ◽  
Observer Perspective ◽  
Tangible Evidence ◽  
The Difference ◽  
Real Action

The research objective explained the process of the invention taught himself emphasized in an inquiry, recommended for students with the issues that will be analyzed further, the real action is done through a plan experiments, organizing tangible evidence until the decision with logical thinking, systematic, and critical. The entire process of inquiry that is applied in schools. According to the observer perspective in science, who adopted the role to be students understand that berprofesional in the development of scientific activities. It was based on the belief of scientific attitude as science scientist analyzing a problem with an air of confidence to dare argue, and respect the conclusions obtained using inkuri models. Researchers emphasize issues open inquiry learning usage perspective and guided inquiry that teachers against students in a class, starting with step presentation of the material until the difference between the two. The viewpoint of this research method presented by descriptive qualitative data, this method describe, explain and interpret what the object is. The data collection according to some theories of experts on the implementation of inquiry model and reality on the ground about how teachers apply it with a good inquiry. Based on the findings, it is known relationships inquiry learning implementation positively responded to the understanding of the ability of students, especially in science learning.Tujuan penelitian menerangkan proses penemuan belajar sendiri yang ditekankan dalam inkuiri, di anjurkan untuk siswa mengenal masalah yang akan di analisa lebih lanjut, tindakan nyata dilakukan melalui rencana eksperimen, melakukan pengorganisasian bukti nyata sampai kepada pengambilan keputusan dengan pemikiran yang logis, sistematis, dan kritis. Keseluruhan proses inkuiri yang diterapkan di sekolah. Menurut sudut pandang peneliti dalam ilmu sains, yang mengadopsi peranan yang harus siswa pahami yakni berprofesional dalam pengembangan kegiatan ilmiah. Hal tersebut dilandasi pada keyakinan sikap ilmiah seperti ilmuan sains menganalisa suatu permasalahan dengan sikap percaya diri dengan berani berpendapat, dan saling menghargai atas kesimpulan yang diperoleh menggunakan model inkuri. Peneliti menitikberatkan permasalahan perspektif penggunaan pembelajaran inkuiri terbuka dan inkuiri terbimbing yang dilakukan guru terhadap siswa di suatu kelas, mulai dengan langkah penyajian materi sampai kepada perbedaan antar keduanya. Sudut pandang metode penelitian ini deskriptif yang tersaji secara data kualitatif, metode ini menggambarkan, menjelaskan serta menginterpretasikan objek apa adanya. Pengumpulan data menurut beberapa teori ahli mengenai implementasi model inkuiri dan kenyataan di lapangan tentang bagaimana guru mengaplikasikan inkuiri tersebut dengan baik. Berdasarkan penemuan, diketahui hubungan implementasi pembelajaran inkuiri ditanggapi positif terhadap pemahaman kemampuan siswa khususnya dalam pembelajaran sains. Kata kunci: inkuiri terbuka, inkuiri terbimbng, sikap ilmiah, pembelajaran sains

The Impact of Inquiry Based Learning Implementation In Indonesia to Secondary School Student’s Achievement

2019 ◽  
Author(s):  
Syarofis Si'ayah ◽  
Adib Rifqi Setiawan ◽  
Jeffa Lianto Van Bee
Keyword(s):  
Secondary School ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Self Monitoring ◽  
Inquiry Based Learning ◽  
The Impact

This work shows two result of guided inquiry learning model implementation using different methods: contextual based learning and self monitoring. Both of the result increaces of student mastery concept achievement.

scholarly journals PERBEDAAN MODEL PEMBELAJARAN OPEN INQUIRY DAN GUIDED INQUIRY BERDASARKAN KEMANDIRIAN BELAJAR DAN BERFIKIR TINGKAT TINGGI PADA MATA PELAJARAN BIOLOGI KELAS 11 MAN TEMPURSARI – NGAWI

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Novita Adiqka Putri ◽  
Nurwidodo . ◽  
Yuni Pantiwati Pantiwati
Keyword(s):  
Student Assessment ◽  
Inquiry Learning ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Independent Learning ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Open Inquiry ◽  
International Student Assessment

PERBEDAAN MODEL PEMBELAJARAN OPEN INQUIRY  DAN GUIDED INQUIRY BERDASARKAN  KEMANDIRIAN BELAJAR DAN BERFIKIR TINGKAT TINGGI PADA MATA PELAJARAN BIOLOGI KELAS 11 MAN TEMPURSARI – NGAWI   Novita Adiqka Putri1, Nurwidodo1, Yuni Pantiwati 1 1Pendidikan Biologi FKIP Universtias Muhammadiyah Malang, e-mail : [email protected]   ABSTRACT Based on PISA (Programme for International Student Assessment) data which PISA is international studied about reading, math, and science literacy students achievement attained the age of 15 giving the result. In 2006 at Indonesia that students answer composition indicated lower understanding toward basic of science concepts (students could not interpret the data, explain casual relationship, solve the problems), limited expressing in mind, had lower scientific logical, lower ability toward basic of science concept and connection toward the surrounding facts. It is supported with lower teacher competency data and the usage of un-variation learning model. In that case, it is needed an learning model to solve the problem, one of learning model that can be used is Open Inquiry and Guided inquiry. In this present study, researcher used true-experiment by using simple random sampling technique. The purposes of this study are; (1) to know the differences study between Open Inquiry and Guided inquiry learning model, (2) to know the differences higher order thinking between Open Inquiry and Guided inquiry learning model. This research was hold in XI Science Class MAN TempursariNgawi. Independent Learningdata obtained based on temporary questionnaires, higher order thinking obtained by essay questions. The data analysis used by using one way Anova test. The result of this study showed that  (1) Ftest>Ftable , 5.805 > 4.07till the using of learning model give different result toward independent learning, (2)Ftest>Ftable, 4.374 > 4.07till the using of learning model give different result toward higher order thinking skill.   Key words: Inquiry, Open Inquiry, Guided inquiry, Independent Learning, Higher Order Thinking Skill.               

scholarly journals The effect of open inquiry learning on gifted students’ conceptual understanding

2020 ◽  
Vol 7 (1) ◽  
pp. 75-83
Author(s):  
Nilgun Avci Engudar ◽  
Ayberk Bostan Sarioğlan ◽  
Gamze Dolu
Keyword(s):  
Science Education ◽  
Conceptual Understanding ◽  
Inquiry Learning ◽  
Gifted Students ◽  
Learning Approach ◽  
Inquiry Based Learning ◽  
Open Inquiry ◽  
Mixture Separation ◽  
Science And Art ◽  
Before And After

In science education, one of the most important approaches for educating inquiry-seeking individuals is inquiry-based learning. Science education programmes have been using the inquiry-based learning approach. Inquiry-based learning creates a learning environment that provides students with opportunities for researching scientific tasks and structuring meaningful information. Within this scope, this study aims to investigate the academic achievements of gifted students studying at Science and Art centres (SACs) in ‘separating mixtures’ in science courses through the open inquiry learning approach. The study was conducted on eight students in a metropolitan SAC, which is in the western part of Turkey. Four context-based, open-ended questions regarding the ‘understanding of mixture separation methods’ and questions to determine the students’ ideas before and after the instruction were used as data collection tools. The categories consisted of two sections: scientifically correct and scientifically incorrect. The results showed that the students’ scientifically correct response rates in separating mixtures increased with open inquiry learning. In addition, it is seen that the students evaluated the activity as ‘creativity-stimulating’ and learning through discovering as ‘remarkable and fun’. Based on the results, it is recommended to use an open inquiry learning approach in science classes to increase students’ academic achievement and interest in the course. In addition, this study  contributes to the science education of students in SACs, to literature and to new studies to be conducted on this issue. Keywords: Inquiry learning, gifted students, separating mixtures, conceptual understanding.

scholarly journals Studi Komparasi Menggunakan Model IBL dan POGIL Terhadap Prestasi Belajar Siswa Ditinjau dari Keterampilan Proses

2018 ◽  
Vol 7 (1) ◽  
pp. 102
Author(s):  
Ida Madyani ◽  
Haryono Haryono ◽  
Suryadi Budi Utomo
Keyword(s):  
Random Sampling ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Inquiry Based Learning ◽  
Process Oriented ◽  
Cluster Random Sampling

<p>Penelitian ini bertujuan untuk: (1) mengetahui perbedaan prestasi belajar siswa yang menggunakan model pembelajaran IBL dan POGIL;  (2) mengetahui perbedaan prestasi belajar pada siswa yang memiliki keterampilan proses tinggi dan keterampilan proses rendah; dan (3) interaksi antara model pembelajaran IBL dan POGIL dengan keterampilan proses terhadap prestasi belajar siswa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen. Sampel terdiri dari 2 kelas yang diambil menggunakan teknik <em>cluster random sampling. </em>Teknik pengumpulan data dalam penelitian ini yaitu tes tertulis, tes keterampilan proses, angket untuk penilaian afektif, dan observasi keterampilan praktikum untuk penilaian psikomotor. Uji hipotesis dalam penelitian ini menggunakan Analisis Varian (Anava) dua jalan dengan desain faktorial 2x2. Statistik uji menggunakan GLM (<em>General Linier Model</em>) yang terdapat dalam <em>software</em> SPSS 21 dengan taraf signifikansi 5%. Berdasarkan hasil penelitian pada materi larutan penyangga kelas XI IPA SMA Negeri Kebakkramat tahun pelajaran 2016/2017 dapat disimpulkan : 1) Terdapat perbedaan prestasi belajar siswa pada aspek kognitif dan afektif menggunakan model pembelajaran <em>Inquiry Based Learning </em>(IBL) dan <em>Process Oriented Guided Inquiry Learning </em>(POGIL) sedangkan psikomotor tidak; (2) Terdapat perbedaan prestasi belajar siswa pada aspek afektif dan psikomotor pada siswa yang memiliki keterampilan proses tinggi dan keterampilan proses rendah, sedangkan kognitif tidak; dan (3) Terdapat interaksi antara model pembelajaran <em>Inquiry Based Learning </em>(IBL) dan <em>Process Oriented Guided Inquiry Learning </em>(POGIL) dengan keterampilan proses siswa terhadap prestasi belajar siswa aspek psikomotor sedangkan aspek kognitif dan afektif tidak. </p>

Sign in / Sign up

Export Citation Format

Share Document