Inquiry instructional model infused blended experiment: helping students enhance critical thinking skills

Gumilar, Surya; Ismail, Ali; Budiman, Deni Moh; Siswanto, Siswanto

doi:10.1088/1742-6596/1157/3/032009

Cited by 14 publications

(12 citation statements)

References 12 publications

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“…The second cluster of studies (Darrah et al, 2014; Farrokhnia & Esmailpour, 2010; Gumilar et al, 2019; Olympiou & Zacharia, 2012, 2014; Zacharia & Michael, 2016) compared a blended combination of RE and VE to a control group with RE as well as to a control group with VE. Darrah et al (2014) reported no differences between the outcomes of their three groups.…”

Section: Resultsmentioning

confidence: 99%

The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education

Wörner

Kühn

Scheiter

2022

Review of Educational Research

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Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real and virtual experiments compared with a single type of experimentation? (2) Which sequence of real and virtual experiments is most effective? The results indicate that (1) in most cases combinations of real and virtual experiments promote conceptual understanding better than a single type of experimentation, and (2) there is no evidence for the superiority of a particular sequence. We conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered.

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Section: Resultsmentioning

confidence: 99%

The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education

Wörner

Kühn

Scheiter

2022

Review of Educational Research

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“…For example, Brinson 2015) based on a review of ample related article found that students' themselves are not consistent in their preferences, perceptions, and achievements of educational learning outcomes for different modes of laboratory experiments. This could be due to participants' and teachers' familiarity with instructional strategies, as well as the design and implementation of combined virtual and blended activities (Gumilar et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Effects of Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers’ Attitudes Toward Physics Electricity and Magnetism Laboratories

Mihret

Alemu

Assefa

2022

SEI

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This study examined the effect of blended laboratory experiments on pre-service physics teachers’(PSPTs’) attitudes toward physics laboratories. The research design was a quasi-experimental pre-test and post-test comparing groups. Participants were 63 2nd-year PSPTs’ enrolled in a physics diploma program from three colleges of teacher education. The treatment groups performed blended and virtual laboratory experiments, whereas the comparison group conducted real laboratory experiments. Data were collected before and after intervention using a 34-item adapted attitude toward physics laboratory questionnaire with a Cronbach alpha value of 0.765. Data were analyzed using descriptive statistics, paired-sample t-test, one-way ANOVA, and Tukey post hoc comparisons. The findings revealed a statistically significant difference in mean post-test results between the treatment and comparison group. The Tukey HSD post hoc analysis revealed that the difference in mean between blended and real was statistically significant, but not on other combinations. Descriptive statistics showed slight attitudinal improvement from pre-test to post-test. This improvement was statistically significant for blended and virtual groups but not in real groups. Blending physics laboratory experiments can be used to enhance attitudes toward physics laboratories. Based on the conclusions, recommendations are made.

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“…Keseluruahn tahapan tersebut mampu melatih siswa untuk berpikir secara ilmiah, mampu membuat siswa lebih aktif, mandiri, bertanggung jawab, berani mengemukakan ide, mampu bekerja sama dalam kelompok, berhasil memecahkan masalah yang disajikan guru, serta mampu mendorong siswa untuk mengembangkan dan meningkatkan kemampuan pemahaman konsep matematika siswa. (Gumilar, Ismail, Budiman, & Siswanto, 2018) menyatakan model pembelajaran inkuiri merupakan model pembelajaran yang dapat meningkatkan kemampuan pemahaman konsep matematika siswa dengan melibatkan siswa untuk mandiri, kreatif, dan lebih aktif. Menurut (Masitoh & Ariyanto, 2017) rata-rata kemampuan pemahaman konsep matematika siswa meningkat melalui penerapan model pembelajaran inkuiri terjadi karena melalui pembelajaran inkuiri, siswa diajak untuk aktif berpikir mengenali masalah, mengungkapkan ide-ide untuk penyelesaian masalah, mencoba sendiri untuk menjawab masalah yang dihadapi, menemukan jawaban, serta mendiskusikan hasilnya sampai pada penyusunan kesimpulan.…”

Section: Hasil Dan Pembahasanunclassified

Students’ Understanding Of Mathematical Concepts Through The Guided Inquiry Learning

Gunur¹,

Lalus

Ali

2019

Universitas Jambi

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Abstract The ability to understand concepts is very important and becomes the basis for supporting the solving of mathematical problems. The connection between one concept and another concept and one topic with another topic is a characteristic of learning mathematics. The relationship requires that each student must have the ability to understand the concepts well, but it cannot be denied that the ability to understand mathematical concepts is still low, as happened to theLangke Rembong 4Junior High School students. Learning innovation needs to be done to achieve a good understanding of concepts. This study aims to compare the understanding ability of mathematical concepts of students who follow a guided inquiry learning model with students who take direct learning. The research design uses Posttest only control group design. The population is all eighth grade students of Langke Rembong 4 Junior High School, totalling230 students. Sampling is done by random sampling with equality test between classes.It is then obtained class VIII A as the experimental class and class VIII C as the control class. Data collection uses tests in the form of description questions. Data analysis uses t-test with normality test and homogeneity test for the assumptions. The results show that the students who follow the guided inquiry learning have higher understanding of mathematical concepts than those who are taught with direct learning model. Keywords: inquiry, understanding of mathematical concepts

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Inquiry instructional model infused blended experiment: helping students enhance critical thinking skills

Cited by 14 publications

References 12 publications

The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education

The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education

Effects of Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers’ Attitudes Toward Physics Electricity and Magnetism Laboratories

Students’ Understanding Of Mathematical Concepts Through The Guided Inquiry Learning

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