In science learning like biology, metacognitive skill needs to be developed. Inquiry-based learning is a learning which may train students' metacognitive skill. This research aimed to: (1) determining the effectiveness of inquiry-based learning in training students' metacognitive skill, and (2) examining the influence of gender difference on the students' metacognitive skills after given the inquiry-based learning. This research used a 4-D research and development model, and one group pre-test and post-test design was applied for the effectiveness trial. The subject of this research was 70 students (35 male and 35 female) of class X Mathematics and Natural Science of Public Senior High School 01 Manokwari, Indonesia. This research employs lesson plan, student worksheet, students' book, expert-validated achievement test and focus group discussion as its instruments. The metacognitive skill data were obtained from metacognitive skill rubric. The data were analyzed using paired sample t-test and independent sample t-test. It was found that inquiry-based learning effectively trains students' metacognitive skill, and there is no significant difference between male students' metacognitive skill with that of female students. Further researches may examine the difference of male and female students' metacognitive skill based on grade, age or personality taught using inquiry-based learning.
Kandowangko NY, Latief M, Yusuf R. 2018. Inventory of traditional medicinal plants and their uses from Atinggola, North Gorontalo District, Gorontalo Province, Indonesia. Biodiversitas 19: 2294-2301. Medicinal plants have been used by the people of Gorontalo as a hereditary tradition. But this knowledge has not spread to the wider community because the traditional wisdom about medicinal plants has not been documented, stored and managed properly by employing digital tools. The purpose of this study is to prepare an inventory of the traditional medicinal plants and the details of their uses in Atinggola, North Gorontalo district, Indonesia. Data has been collected by ethnobotanical survey method and analyzed using the descriptive qualitative method. The study has shown that 38 species of medicinal plants, belonging to 20 families, are used to cure many diseases by the traditional healers of Atinggola. Among them, 6 species are used to treat fever, 5 species to treat skin diseases, 2 species each to treat cancer, gastrointestinal diseases, liver diseases, and as body tonic to restore power; 1 species each to treat toothache, malaria, tonsillitis, allergies, eye irritation, wound infections and tuberculosis (TBC). Plant parts used in the treatment practices are leaf, fruit, flower, rhizome, root, stem, seed, shoots, midribs parts, etc. However, the most dominant part used is the leaf of the plants. Various methods such as boiling, squeezing, scraping, chewing, smashing, brewing, etc. are used to prepare the medicines. 29 species (76.31%) of medicinal plants are collected from cultivated sources such as backyards and gardens while 9 species (23.68%) are still sourced from forests.
The inquiry-based learning model is the model suggested for learning in the 21 st century. This learning process will succeed if supported by teaching material that prepares students for real-life situations. This research aimed to design and develop valid teaching material that is oriented towards inquiry-based learning. The research method used was a 4-D model. The process started with the defining stage and the design and development of teaching material (included validation and small group trials). A pilot project consisting of data from 14 students was conducted. Three experts validated teaching materials using focus group discussion (FGD) technique. The result of the research shows that the created teaching material obtained a validity value of 87.01% with a reliability score of 0.69. Five aspects assessed in teaching material obtained good validation values. Values obtained show that teaching material oriented towards inquiry-based learning was a very valid category and response of students was excellent. Teaching material was theoretically feasible for use in biology lessons
Science process skills are mostly researched in previous studies, but specifically for students in Papua, these skills have not become the main focus to be fostering. Inquiry learning is present as alternative learning to train students’ process skills. The research aims to foster the student process skill through inquiry science learning implementation. The research was a quasi-experimental method. Non-equivalent control group design was used. Data was collected using process skill tests. N-gain and independent t-test were used for data analysis. It was revealed that the process skill of student in the inquiry-based learning class was better compared to students in the conventional class (p <0.05). Science inquiry-based learning is better fostering science process skills indicator, that is observing, formulate a problem, formulate a hypothesis, and communicating. It can be concluded that for fostering student process skills, inquiry-based science learning is the right choice. it is better compared with conventional learning.
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