Influence of the Guided Inquiry Learning Model and Scientific Attitude in Physics on Students' Science Process Skills

Abstract

This research is the development of a true experiment using a 2x2 factorial design. The aim of the research is to: find out whether or not there is an influence of the application of the guided inquiry learning model and scientific attitudes in physics on the science process skills of class X MIA, and diagram the interaction of the learning model and scientific attitudes in physics on science process skills. The independent variable in this research is the learning model, while the dependent variables are scientific attitudes towards physics and science process skills. The population in this study was 136 students from class X MIA, while the sample was from class X MIA 3 and X MIA 4 as many as 68 people. Data from research results were obtained by giving scientific attitude questionnaire sheets to students before being taught using the learning model in research, and the science process skills test was carried out after students were taught using the learning model in research. The data analysis technique used is analysis of variance (ANOVA). Based on the results of the inferential analysis, it was obtained: first, the value of Fcount (48.151) > Ftable (4), it can be concluded that there is a significant difference between students who were taught the guided inquiry learning model and students who were taught using the discovery learning model, and the value of Fcount (0.001) < Ftable (4) then it can be concluded that there is no interaction between learning models and scientific attitudes in physics towards science process skills.

Empowering Scientific Attitudes in Biology Students through the SIRI Learning Model

“…Survey results show that 39% of biology educators have difficulty developing students' scientific attitudes due to habitual factors, interaction time with students, and generally practical thinking (Çalik & Özgür Karataş, 2019;Saraç Yıldırım & Doğru, 2023). In addition, empowering the attitude of curiosity, fostering the attitude of creativity, and the attitude of science is still not considered in the learning process (Hasmawati et al, 2023;Prachagool, 2021). Although all biology educators realize and state the importance of fostering scientific attitudes for students.…”