The effect of coupled inquiry-5E in enhancing the understanding of Meiosis concept

Yakob, Nooraida; Kaliun, Kelvineh; Ahmad, Ahmad Muslihin; Rashid, Rabiatul-Adawiah Ahmad; Abdullah, Ahmad Badri

doi:10.11591/ijere.v9i1.20393

Cited by 6 publications

(7 citation statements)

References 26 publications

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“…Based on data from the four-tier test with the rubric, as shown in Table 1. Furthermore, the four-tier tests were analyzed using N-Gain with the criteria in table 2 [23]. The research hypothesis was tested using SPSS.…”

Section: Introductionmentioning

confidence: 99%

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Saputra,

Satriawan,

Hermanto

et al. 2024

J. Phys.: Conf. Ser.

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This study aimed to determine the effectiveness of the POW model in improving students’ conceptual understanding of the topic of fluids. The research sample consisted of 25 students from Universitas Negeri Surabaya. The results of the data analysis showed that the average score on the initial test was 11.24, and the average score on the final test was 25.00. Analysis using N-Gain obtained a value of 83.74 or on the high criteria. Many students need to understand that hydrostatic pressure only depends on the depth of the fluid. Hydrostatic pressure depends on the specific gravity of the fluid and the depth of the fluid. Data analysis used the t-test using the SPSS application at a significance level of 0.05 with the prerequisite tests for normality and homogeneity. Sig obtained the results of the problem-solving statistical test. = 0.000 and understanding of the Sig. = 0.000 with the criteria to accept Ho if Sig. > 0.05 and reject H0 if Sig. < 0.05. Sig. Value < 0.05 so that H1 is accepted and Ho is rejected with the conclusion that there is a significant increase in students’ understanding of concepts after applying the POW (Predict-Observe-Write) model assisted by virtual simulation. This is due to the virtual simulation-assisted POW model, which requires active students and facilitates students in learning and developing concepts.

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Section: Introductionmentioning

confidence: 99%

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Saputra,

Satriawan,

Hermanto

et al. 2024

J. Phys.: Conf. Ser.

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“…In addition, conceptual understanding (CU) is another fundamental competency for college students. It reflects a student's mastery of basic scientific concepts [12], [13] as well as their utilization in daily life [14], [15]. Other studies define CU as a combination of knowledge and cognitive process [16].…”

Section: Introductionmentioning

confidence: 99%

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

Mursali,

Hastuti,

Zubaidah

et al. 2024

IJERE

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This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.

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“…The 5E learning model ensures that students are engaged in class, that they have the opportunity to investigate and analyze, and that they gain knowledge by facilitating conversation and asking questions. Engagement, exploration, explanation, elaboration, and evaluation are the five steps that make up the model [17], [18]. Instructors make use of the activities in each phase to ensure learners are actively engaged.…”

Section: Introductionmentioning

confidence: 99%

Relationship between inquiry-based learning and students’ attitudes towards chemistry

Nzomo

Rugano

Njoroge³

2023

IJERE

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Students’ attitudes towards science subjects and especially chemistry have been attributed to the use of inquiry-based learning (IBL). The students’ attitudes are important predictors of academic achievement. The consistently poor performance in chemistry among secondary school students has been an issue of concern. This study sought to establish whether IBL has been used in the teaching of chemistry and if it had any influence on students’ attitudes towards chemistry. The study employed a correlational research design that involved conducting a survey of 21 teachers who were purposively selected, and 357 students selected through simple random sampling from the 21 classrooms that these teachers taught. The results revealed that teachers used IBL once a week (M=4.062) and students had positive attitudes towards chemistry (M=3.945). Besides, there was a significant association between IBL and the attitudes of students towards chemistry (r=0.997, p<0.05, R²=0.994).

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The effect of coupled inquiry-5E in enhancing the understanding of Meiosis concept

Cited by 6 publications

References 26 publications

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

Relationship between inquiry-based learning and students’ attitudes towards chemistry

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