Open Inquiry in Facilitating Metacognitive Skills on High School Biology Learning: An Inquiry on Low and High Academic Ability

Rahmat, Irwandi; Chanunan, Skonchai

doi:10.12973/iji.2018.11437a

Cited by 33 publications

(35 citation statements)

References 11 publications

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“…al., 2019) and open inquiry learning was more potential to facilitate high metacognitive skills in high and low academic abilities of students rather than conventional method. The interaction of the learning models and academic abilities in this study showed no significant difference of metacognitive skills (Rahmat & Chanunan, 2018).…”

Section: Article Historycontrasting

confidence: 50%

“…Practicum is an important activity in order to support understanding of the concepts that have been previously studied in class (Damopolii, Nunaki, Nusantari, & Kandowangko, 2020;Rahmat & Chanunan, 2018). Based on the observations made, the practicum activities currently taking place are still using conventional practicum guides such as directions in the recipe book.…”

Section: Article Historymentioning

confidence: 99%

“…al. , 2019), Likewise, the use of an inquiry guide-based practicum guide can also help improve students' thinking skills (Nunaki, Damopolii, Kandowangko, & Nusantari, 2019;Nurussaniah & Nurhayati, 2016;Rahmat & Chanunan, 2018).…”

Section: Article Historymentioning

confidence: 99%

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The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education

Putri

2021

JERE

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Inquiry enables the student to learn through many activities that can improve student attitudes, processes, and thinking skills. Inquiry learning helps students develop their ability to solve the problem, think critically and reflectively. Applying inquiry-based activities in laboratory courses is one way to prompt the student-centered learning in general biology courses. The research aimed to develop a valid and practical inquiry-based laboratory manual for biology education students. This study used the ADDIE model to develop the product, the stages involve analysis, design, development, implementation, and evaluation. The implementation was conducted on 30 biology education students who take general biology courses. The data were collected by the validation sheet and questionnaire of student responses. The inquiry-based laboratory manual that has been developed gets a very decent category as a validation result. Practical of inquiry-based laboratory manual obtained from student response and it got a very practical category. The product is expected able to guide the student to do an inquiry process in laboratory activities.

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Section: Article Historycontrasting

confidence: 50%

Section: Article Historymentioning

confidence: 99%

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The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education

Putri

2021

JERE

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“…If we look at the results obtained from LPCUT in general, the OIBL in the experimental group and the science program instruction in the control group led to an increase in the scientific response rate of the students in both groups. In the studies, it was similarly found that inquiry based instruction was effective on students' conceptual understanding (Anderson, 2002;Rahmat & Chanunan, 2018;Şimşek & Kabapınar, 2010;Ucar & Trundle, 2011). In this study, the scientific response rates of the students in both groups increased AI and this is a desired result.…”

Section: Conclusion and Discussionmentioning

confidence: 49%

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Sarıoğlan¹,

Can²

2021

IOJES

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In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of sixty students in 7th grade. Thirty students in the sample were in the experimental group, thirty students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students. Moreover, an increase was observed in the scientific response rates of the students in the group taught according to the science program. In the light of the results obtained from this study, it can be suggested to investigate the effects of OIBL on students' ideas in different concepts.

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“…(2015) menyatakan bahwa aktivitas belajar siswa yang ibelajarkan menggunakan metode inquiry terbimbing lebih tinggi daripada menggunakan konvensional. Rahmat & Chanunan (2018) juga menyatakan bahwa penerapan pembelajaran inquiry merupakan strategi yang efektif dimana dapat menjembatani perbedaan kemampuan akademik di antara siswa sehingga bisa mencapai target yang diharapkan.…”

Section: Peningkatan Prestasi Belajar Siswa Kelas VII Smps Katolik St Aloysius Wolotopo Dengan Menerapkan Model Pembelajaran Inquiryunclassified

Application of Inquiry Learning Model in Improving Class VII Students Achievement at St. Catholic High School Aloysius Wolotopo

Wae

2021

PJR

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The purpose of this study was to determine the effect of the application of the inquiry learning model in improving student achievement in the seventh grade plant organ material at St. Catholic Middle School. Aloysius Wolotopo. This research is a Classroom Action Research which is conducted in 2 cycles, where each cycle consists of planning, acting, observing and reflecting. The subjects of this study were students of class VII SMPS Catholic St. Aloysius Wolotopo for the 2019/2020 school year, amounting to 31 people. Data sourced from teachers and students. The data collection technique was done by means of tests and non-tests (observation). Data analysis using qualitative descriptive analysis techniques. The results showed that the application of the inquiry learning model could improve student achievement in plant organ material. This can be seen from the results of the study, namely an increase in the percentage of completeness from cycle I by 61% to 100% in cycle II. Student participation in the learning process also increased from 53% in cycle I to 90% in cycle II.

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Open Inquiry in Facilitating Metacognitive Skills on High School Biology Learning: An Inquiry on Low and High Academic Ability

Cited by 33 publications

References 11 publications

The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education

The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Application of Inquiry Learning Model in Improving Class VII Students Achievement at St. Catholic High School Aloysius Wolotopo

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