Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

Abstract

Some students have a conception of the concepts before they attend school lessons. It is because students are interested in the learning material delivered by the teacher. This study aimed to analyze the effect of the guided inquiry learning model on the misconceptions of fifth graders in elementary schools. This type of research is quasi-experimental research. The population of this study amounted to 43 students in elementary schools. The research sample was selected using multistage random sampling. The instrument used to collect data is a questionnaire. The technique used to collect data is descriptive qualitative, and quantitative. The study results showed significant differences in students' misconceptions between groups of students who were taught with guided inquiry learning and conventional learning (F = 7,447; p<0,05). Misconceptions in students who learn with guided inquiry learning are lower than students who learn with conventional learning. This research implies that guided inquiry learning can be used by teachers in learning to overcome misconceptions in students.

Process-Oriented Guided-Inquiry Learning Model and Critical Thinking Ability of Elementary School Students

“…The Process-Oriented Guided Inquiry learning model significantly improves student learning outcomes. There are significant differences in scientific learning outcomes between the Process-Oriented Guided Inquiry learning model and conventional learning models on natural science water cycle material (Leonard et al, 2018;Margunayasa et al, 2021). This researcher's findings imply that applying the processoriented guided-inquiry learning model can positively and significantly influence critical thinking skills.…”

Problem-Based Learning Model Using Local Balinese Wisdom Against Elementary School Students' Science Misconceptions

“…The science learning outcomes test uses a test method in the form of objective questionswhich consists of 30 questions and is followed by the CRI method(Certainty of Response Index).CRI is the level of confidence/certainty of respondents in answering each question item (Ayuni & Arif, 2023). Students with high CRI reflect high conceptual confidence/certainty in answering questions, while students with low CRI indicate that answers are only based on guesses (Margunayasa et al, 2021). CRI has several levels of confidence, namely 0 "really guessing", 1 "just guessing", 2 "not sure", 3 "sure", 4 "not sure", and 5 "certain" (Trisnawati, 2019).…”

Video Pembelajaran Berbasis Inquiry Learning Pada Muatan IPA Materi Komponen Ekosistem Bagi Siswa Kelas V SD

“…Bahan ajar yang dikembangkan dalam materi komponen ekosistem adalah bahan ajar yang menggunakan model pembelajaran Inquiry Learning. Model pembelajaran inquiry learning dianggap cocok untuk digunakan dalam materi komponen ekosistem, dikarenakan model pembelajaran inquiry learning merupakan model pembelajaran yang memberikan kesempatan kepada siswa untuk terlibat aktif dalam proses pembelajaran dan dapat merangsang siswa untuk berpikir dan menemukan sendiri jawaban atas pertanyaan-pertanyaan yang telah diberikan kepadanya maupun pertanyaan-pertanyan yang timbul dari dirinya sendiri (Hong et al, 2021;Margunayasa et al, 2021;Misbah et al, 2018;Murphy et al, 2021). Dengan arti lain model pembelajaran inquiry learning dapat membantu guru dalam mengajar karena peserta didik menemukan dan menggunakan berbagai sumber informasi dan ide-ide untuk meningkatkan pemahaman mereka (Lusidawaty et al, 2020;Mamun et al, 2021).…”