Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

The 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. These skills are necessary for science learning. Analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. This study examines learning models and learning tools that can improve analytical thinking skills. Learning based on inquiry learning is expected to improve students' analytical thinking skills. The findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. The problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. Analytical thinking skills are closely related to problem-solving. So with analytical thinking skills, students will quickly identify and solve a problem.

Pengaruh Model Pembelajaran Guided Inquiry Berbasis Pictorial Riddle Dalam Meningkatkan Berpikir Kreatif Siswa pada Pembelajaran IPA di SDN Gudang

This study aims to see the effect of the pictorial riddle-based guided inquiry learning model in improving students' creative thinking. This study uses a pre-experimental design research method in the form of one group pretest-posttest design. This study used purposive sampling where the sample was selected on the consideration of the researcher, the sample used was 28 fourth grade students at SDN Gudang. The instrument of this research is the observation of the syntax of the guided inquiry learning model based on pictorial riddles, the observation of creative thinking, and the essay test. The results of this study stated that the average value of the pretest was 21.75 and the average value of the posttest was 31.11. The significance value at the pretest is 0.107 and the significance value at the posttest is 0.200, which means that each significance value is more than 0.05. Hypothesis testing with t-test obtained a significance value of 0.000 <0.005, which means that there is a significant difference. So it can be stated that the pictorial riddle-based guided inquiry learning model has a significant positive effect on students' creative thinking.

Interactive Multimedia in Inquiry Learning: Analyzing Population Dynamics for Critical Thinking

Inquiry learning is learning that requires students to be active and independent. Inquiry-based learning was developed for critical teaching and learning to students. Critical thinking skills that need to be developed in students, because it provides an understanding of a problem in a material and to be able to make decisions in everyday life. This study aimed to determine the effect of an android-based interactive multimedia-assisted inquiry learning model on students' critical thinking skills. This research is a quasi-experimental research with posttest only control group design. The research subject is SMA Brawijaya Smart School Malang, with class XI IPS 5 as the experimental class and XI IPS 6 as the control class. The instrument used is an essay test with indicators of critical thinking skills. The data analysis technique used is the independent sample t-test. The results showed that interactive multimedia-assisted inquiry learning based on Android affected essential thinking skills in the population dynamics material. This is evidenced by the average value of the experimental class with inquiry learning which has a higher value of 81,07 compared to the control class with the conventional model, which is 76,34.

Simple Terrarium Teaching Aid for Guided Inquiry Learning Model: The Development of Learning Instruments to Students' Concept Understanding in Global Warming and Environmental Awareness

This research aims to determine the feasibility and characteristics of the guided inquiry learning model assisted by a simple terrarium on students' concept understanding and environmental awareness in the global warming topic of study. The research and development (RnD) methodby analysis, design, development, implementation, and evaluation (ADDIE) was performed. The data collection instruments used were observation sheets, expert validation sheets, and questions. The teaching and learning instruments were declared feasible and ready for application with a few revisions based on the validation results. The n-gain analysis of increasing students' conceptual understanding was in the high category at 0.76. The percentage of observations regarding environmental awareness increased at each successive meeting. The first meeting was 39.06%, the second meeting was 63.12%, and the third meeting was 89.37%. In conclusion, the guided inquiry learning model assisted by a simple terrarium is feasible to improve students' conceptual understanding and environmental virtue ethics.

“How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations

During the preschool years, children’s question-explanation exchanges with teachers serve as a powerful mechanism for their early STEM knowledge acquisition. Utilizing naturalistic longitudinal classroom data, we examined how such conversations in an inquiry-based preschool classroom change during an extended scientific inquiry unit. We were particularly interested in information-seeking questions (causal, e.g. “How will you construct a pathway?”; fact-based, e.g., “Where’s the marble?”). Videos (n = 18; 14 hours) were collected during a three-week inquiry unit on forces and motion and transcribed in CLAN-CHILDES software at the utterance level. Utterances were coded for delivery (question vs. statement) and content (e.g., fact-based, causal). Although teachers ask more questions than children, we found a significant increase in information-seeking questions during Weeks 2 and 3. We explored the content of information-seeking questions and found that the majority of these questions were asked by teachers, and focused on facts. However, the timing of fact-based and causal questions varied. Whereas more causal questions occurred in earlier weeks, more fact-based questions were asked towards the end of the inquiry. These findings provide insight into how children’s and teacher’s questions develop during an inquiry, informing our understanding of early science learning. Even in an inquiry-learning environment, teachers guide interactions, asking questions to support children’s learning. Children’s information-seeking questions increase during certain weeks, suggesting that providing opportunities to ask questions may allow children to be more active in constructing knowledge. Such findings are important for considering how science questions are naturally embedded in an inquiry-based learning classroom.