Inquiry-Based Learning for Improving Student Learning Outcomes: Literature Review

Utami, Seftiani; Sundari, Sri

doi:10.21009/1.05106

Cited by 8 publications

(6 citation statements)

References 10 publications

(38 reference statements)

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“…The results of Thaiposri and Wannapiroon (2015) research show that students in the class who use the inquiry-based learning model gain better knowledge and skills. This is in line with the literature review conducted by Utami and Sundari (2019) that inquiry-based learning has an essential role in improving student learning outcomes because they are required to learn actively and solve problems so as to achieve their learning goals. Fernandez (2017) states that students who use the inquiry learning model show significant results in conceptual understanding and success in themselves.…”

Section: Introductionsupporting

confidence: 84%

The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School

Yulkifli¹,

Ningrum²,

Indrasari³

2019

jpppf

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The significant influence of the 21st century brought a change in Physics learning. Students are required to have the skills to think, work, and live in the surrounding environment. To achieve 21st-century skills needed teaching materials that can support the learning process.With the presence of teaching materials, students are more active in building their knowledge and easy to understand the material provided. Teaching materials that can guide students with a productive task to practice is the student worksheet. A student worksheet is a teaching material that contains a set of activities to maximize students understanding in achievement of competence. To improve the competence of students, one of the efforts that teachers to develop quality student worksheet. A student worksheet is considered qualified if has validity criteria. The validity assessment of the student worksheet is carried out by expert reviews. This research aims to determine the validity of the student worksheet using an inquiry-based learning model with a science process skills approach. The research conducted is design research using the Plomp model with the type of development studies, where validity is at the stage of development. The research instrument used a validity questionnaire to be filled by expert reviews, then analyzed using Aiken's V formula. The result of the validity showed that the student worksheet using an inquiry-based learning model with a science process skills approach having valid criteria with a value of 0.88. It means that the student worksheet is decent for use in Physics learning.

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Section: Introductionsupporting

confidence: 84%

The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School

Yulkifli¹,

Ningrum²,

Indrasari³

2019

jpppf

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“…Inquiry learning is a series of learning activities that involve the maximum ability of all students to search and investigate systematically, critically, logically, analytically, so students can formulate their own findings with confidence (Trianto, 2007). The previous research shows that the implementation of inquiry can enhance various learning outcomes (Fitri et al 2015, Anis et al 2016, Malik et al 2017, Utami et al 2019, Saputri et al, 2016. One method applied is peer instruction.…”

Section: Introductionmentioning

confidence: 99%

Integration of Peer Instruction in the Guided Inquiry Learning Model: Practicing Science Literacy through Scratch

Nikmah

Ellianawati

2019

jpppf

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The study is to determine the scientific literacy skills of students by using the peer-instruction integration learning model in guided inquiry through scratch media. The study was conducted at SMAN 14 Semarang in class x on circular motion material, and the research technique used was random sampling. The method used is an experiment with a one-shot case study design. The instrument used was an essay test to determine students' scientific literacy skills. The results show that the scientific literacy ability of students in the aspects of science as the body of knowledge is 30.3% with a low category, science as a way of thinking gets results that are 46.4% with a low category, science as a way to investigate obtaining results is 78.7% with enough categories, the interaction between science technology and society gets results that are 50.5% with a low category. It can be concluded that overall the ability of scientific literacy has not been well trained, while the ability of scientific literacy in the scientific aspects as a way to investigate has been sufficiently trained.

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“…Apart from that, Nurfauziah's (2016) research used 2 models, namely the guided inquiry model and discovery learning , but only measured learning outcomes. Apart from that, Sitti Utami Medianty, Amrul Bahar, Elvinawati (2018) used 2 models but measured learning activities and student learning outcomes, not students' scientific literacy activities (Utami et al, 2017).…”

Section: Use Of the Inquiry Learning Modelmentioning

confidence: 99%

Analysis of Students' Learning Outcomes and Scientific Literacy Activities Using Guided Inquiry and Discovery Learning Models

Purba,

Syahputra,

Purba

et al. 2024

J. Inov. Pembelajaran Kim.

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This research aims to find out whether the Guided Inquiry learning model is better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material. The research method used is quasi experimental. The sample from this research consisted of two classes, namely experimental class I which was taught using the guided inquiry learning model, totaling 29 students and experimental class II, which was taught using the Discovery Learning model, totaling 27 students. The results of data analysis show that the average learning outcomes of students using Guided Inquiry (80.69) are higher than the average learning outcomes of students taught using the Discovery Learning model (74.63) and the average scientific literacy activities of students using Guided Inquiry (79.15 ) higher than the average using the Discovery Learning model (73.72). Hypothesis results using the right-hand t-test and α = 0.05 obtained tcount > ttable (2.34 > 1.675) for students' scientific literacy activities and tcount > ttable (2.49 > 1.675) for student learning outcomes so that in this study the null hypothesis (Ho) is rejected and the alternative hypothesis (H₂) is accepted. Thus, it was found that the Guided Inquiry learning model was better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material.

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Inquiry-Based Learning for Improving Student Learning Outcomes: Literature Review

Cited by 8 publications

References 10 publications

The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School

The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School

Integration of Peer Instruction in the Guided Inquiry Learning Model: Practicing Science Literacy through Scratch

Analysis of Students' Learning Outcomes and Scientific Literacy Activities Using Guided Inquiry and Discovery Learning Models

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