The Influence of Blended Learning-Based Guided Inquiry Learning Model and Self Efficacy on Students' Scientific Literacy

Mutmainah, _; Taruh, Enos; Abbas, Nurhayati; Umar, Masri Kudrat

doi:10.5281/zenodo.3445474

Cited by 4 publications

(7 citation statements)

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“…It certainly can improve understanding of processes, concepts and relationships between concepts and keep students' misconceptions away. The findings of previous studies also state that the inquiry learning model can improve student learning outcomes (Rosidin et al, 2019;Tan, 2021;Taruh et al, 2019). The guided inquiry learning model is very relevant to be applied to elementary school students.…”

Section: Discussionmentioning

confidence: 87%

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Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

Margunayasa

Dantes

Marhaeni

et al. 2021

j. ilm. sekol. dasar

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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.

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Section: Discussionmentioning

confidence: 87%

“…The advantage of the guided inquiry learning model is that it provides space for students to learn according to their cognitive style (Arantika et al, 2019;Pratono et al, 2018). In addition, this learning model can serve the needs of students who have above average abilities (Taruh et al, 2019;V. A. Wahyuni et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

Margunayasa

Dantes

Marhaeni

et al. 2021

j. ilm. sekol. dasar

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show abstract

“…Literacy is defined as the ability to read and write or communicate (Chan et al, 2017;Putri et al, 2021). Scientific literacy can also be interpreted as understanding science and being able to apply it in everyday life (Putri et al, 2021;Taruh et al, 2019). Nowadays, students are not only required to understand knowledge but must be able to apply their knowledge well as a result of learning.…”

Section: Introductionmentioning

confidence: 99%

Learning Science with Numbered Heads Together (NHT) based on Growth Mindset Improving Science Literacy and Learning Agility of Elementary School Students

2023

Pegegog

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The low scientific literacy in students is due to several factors such as lack of motivation, negative attitudes towards teachers, low self-esteem, and lack of confidence in self-ability. This study aims to analyze the effectiveness of the Numbered Head Together (NHT) learning model based on the Growth Mindset of scientific literacy and learning agility of elementary school students. This type of research is quasi-experimental (quasi-experimental). The research design is a post-test-only control group design. The population of this study were fifth-grade students who found 137 people. Samples were taken using random sampling obtained 59 students. The data collection method used is a test. The instrument used in collecting data is test questions. Data analysis using descriptive statistics and inferential statistics, namely with Manova. The Manova analysis was preceded by several prerequisite tests: normality test, homogeneity test of variance and multivariate, variable multicollinearity test. The results showed a significance value of 0.00 (<0.05) for the scientific literacy variable, which means that there is a significant effect of learning using the Numbered Head Together (NHT) cooperative model based on the Growth Mindset on students' scientific literacy. The significance value of 0.00 (<0.05) for the learning agility variable shows that there is a significant effect in learning using the Numbered Head Together (NHT) cooperative model based on the Growth Mindset on student learning agility. It is concluded that the Numbered Head Together (NHT) cooperative model based on the Growth Mindset can improve scientific literacy and the Agile Learner of elementary school students

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“…It has not been applied using information and communication technology (ICT), while ICT is the main key in 21st century teaching (Williams et al, 2017). In addition, the inquiry model has not trained students yet to think and work on their own initiative and does not give students the freedom to learn according to their learning style (Taruh et al, 2019). To be able to fulfill the limitations of the inquiry teaching model during the coronavirus disease pandemic so that the teaching is in accordance with 21st century teaching and industrial revolution 4.0, improvements are needed by using distance online teaching to train students' critical thinking skills called blended learning model (Motlan et al, 2016;Zain and Jumadi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

Lestari¹,

Supardi²,

Jatmiko³

2021

EUROPEAN J ED RES

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<p style="text-align:justify">Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.</p>

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The Influence of Blended Learning-Based Guided Inquiry Learning Model and Self Efficacy on Students' Scientific Literacy

Cited by 4 publications

References 0 publications

Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

Learning Science with Numbered Heads Together (NHT) based on Growth Mindset Improving Science Literacy and Learning Agility of Elementary School Students

Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

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