Guided Inquiry Learning with Experimental Methods During the Pandemic Period in Improving Physics Learning Outcomes of High School Students

Abstract

This writing aims to provide readers with views on the application of the inquiry learning model with the experimental method during the Covid-19 pandemic. During the pandemic, the government decided to implement online learning which was still less effective in improving student learning outcomes, especially in Physics lessons. Physics lessons are factual lessons, and tend to be calculation activities so that a learning model is needed that allows students to be able to think critically and systematically. This writing uses a literature study by reviewing several articles in national journals. From various journal sources

Research Profile of Inquiry on Physics Learning During the COVID-19 Pandemic

“…Learning using guided inquiry with the help of Android-based PhET simulations can improve ability students' critical thinking significantly. (Hadi et al, 2022) Representing the implementation of an inquiry learning model based on experimental methods during the COVID-19 pandemic in improving physics learning outcomes for high school students.…”

“…Integrating teaching activities around finding and solving problems socially and personally for students is a characteristic point in the inquiry model. The problem under investigation was chosen because it requires students to find out more of the subjects around them (Hadi et al, 2022). The characteristics of the inquiry learning model are based on learning activities that provide opportunities for students to explore problems by asking questions, conducting investigations, experiments to research independently to get the knowledge they need.…”

“…Through the results of the review that has been carried out, it can be known the weaknesses of the inquiry learning model including: 1) Difficulty in controlling student activities and success (Festiyed et al, 2022). 2) It is not easy to design because it bumps into student habits (Hadi et al, 2022). 3) Sometimes in its implementation it takes a long time so that the teacher finds it difficult to trouble it with the specified time (Yuliati et al, 2021).…”