Effectiveness of Learning Through Guided Inquiry

Sokołowska, Dagmara

doi:10.1007/978-3-319-96184-2_20

Cited by 6 publications

(4 citation statements)

References 32 publications

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“…The models involve critical thinking and reasoning, skill development, scientific procedures, as well as cooperative and collaborative work. The design reflects a repetitive list of scientific cycles at different levels within the learning process and the students' independence that appears after the inquiry session (Sokołowska, 2018). The Guided Inquiry Learning (GIL) model offers the students opportunities to discover the concepts through the series of scientific procedures which range from the problem identification, hypothesis formulation, experiments, discussion, conclusions, and peer-to-peer communication (Margunayasa et al, 2019).…”

Section: Guided Inquiry Learning Model (Gil)mentioning

confidence: 99%

“…Various studies on the GIL model effectiveness had been carried out since 1980, even if only focused on the scientific trends (Cairns & Areepattamannil, 2019), development of conceptual designs, scientific knowledge acquisition, and scientific attitude (Dorfman et al, 2017;Sokołowska, 2018). There were also numerous studies that discussed the inquiry-based learning models for the science coverage, such as Physics (Rosli & Nasir, 2017;Yuliati et al, 2018), Biology (Heng & Karpudewan, 2017;Rahmat & Chanunan, 2018), and Chemistry (De Gale & Boisselle, 2015;Sudria et al, 2018;Treagust et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Palupi¹,

Subiyantoro²,

Rukayah³

et al. 2020

INT J INSTRUCTION

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The study aims to compare the effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) model. A number of prior studies have implemented the GIL model for a limited area such as science. Similar to the PBL learning design, the previous studies that highlighted the application of GIL model was commonly targeted to find out its comparison with the traditional learning models. There was no relevant study that specifically compared both models in the explanatory writing activity to discuss the human respiratory system and its disturbances. The current study applied a quasi-experimental design by involving the fifth-grade primary school students of the 2018/19 academic year in Surakarta as the population. Meanwhile, the sample consisted of 162 students that were selected through multi-stage sampling. The data consisted of the students' explanatory writing test scores that were analyzed through a one-way ANOVA. The findings confirm that the GIL model is considered more effective than PBL for the explanatory writing activity due to the students' concrete operational age that still requires teacher-centred guidance in producing explanatory texts. With regards to the condition, the PBL model cannot offer effectiveness for the explanatory writing activity, as the model mainly emphasizes the students' problem-solving skills.

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Section: Guided Inquiry Learning Model (Gil)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Palupi¹,

Subiyantoro²,

Rukayah³

et al. 2020

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Conducted from. Acquisition of scientific knowledge and attitudes (Dorfman et al, 2017;Sokołowska, 2018). The GIL model is believed to be more effective than in the PBL era for developing elementary school writing skills (Palupi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Model and Problem-Based Learning on Critical Thinking Skills of Elementary School Students

Poerwanti

Marmoah²,

Syawaludin³

2022

JPP

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The teaching and learning process is still focused on educators. Students are less willing to accept learning materials and social studies. Therefore, students only have a correct understanding of the material. This research is an experimental study that uses a pre-test-post-test design with experimental and control classes. This study aims to analyze the differences in critical thinking abilities of elementary school students in the experimental class with the problem-based learning model and the control class using the guided inquiry learning model. The population in this study was fourth-grade students. The sampling technique using stratified cluster random sampling was chosen as the sampling technique. Data processing is done by analyzing Paired Sampling and Independent Sampling. The results showed (1) the t-test analysis obtained two-sided Sig of 0.00 <0.05, the hypothesis Ho was rejected, and there were differences in the effectiveness of using the PBL model and learning guidelines on student criticality. social studies thinking skills, (2) The calculation of effect size shows that the problem-based learning model (PBL) is more effective than the guided inquiry model on students' critical thinking skills in social studies learning. The critical thinking skills of students who use the problem-based learning model are much higher than the critical thinking skills of students who use the guided inquiry model. The problem-based learning (PBL) model is more effective than the guided inquiry model for social studies learning about students' critical thinking skills that can analyze and solve their problems.

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“…The innovative learning model chosen is the guided inquiry learning model (GIL) and problem-based learning (PBL). We chose this model based on the consideration that both are based on problem solving [2]- [5] so that it is relevant to the global demands of education. In addition, we also focus on students' thinking skills as their personal development that is unique and can be determined by themselves.…”

Section: Introductionmentioning

confidence: 99%

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

Palupi¹,

Subiyantoro²,

Triyanto³

et al. 2020

Int. J. Emerg. Technol. Learn.

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Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.

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Effectiveness of Learning Through Guided Inquiry

Cited by 6 publications

References 32 publications

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

The Effectiveness of Guided Inquiry Model and Problem-Based Learning on Critical Thinking Skills of Elementary School Students

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

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