The influencing of Inquiry-Based Learning on Science Conceptual Understanding in Terms of Primary School's Self-Efficacy

Authors

  • Mohamad Syarif Sumantri Pendidikan Guru Sekolah Dasar, Universitas Negeri Jakarta, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v7i3.4618

Keywords:

inquiry-based learning, science, meaningful understanding, self-efficacy

Abstract

The purpose of learning science in primary school is to provide students the chance to authentically develop their curiosity, to learn how to ask questions and look for explanations to natural occurrences based on evidence, and to think scientifically. The study's objective was to examine how the inquiry-based learning model and the direct learning model affected the self-efficacy of primary school students to understand science courses. This study is a quasi-experimental one with a 2x2 factorial design. In this inquiry, the first phase in the data analysis method was the normality and homogeneity tests. A two-way ANOVA analytic technique is then used to test data that is homogeneous and regularly distributed. The research was conducted at Pondok Benda Primary School in South Tangerang, Banten, was the site of the study. The sample was made up of 111 pupils in the fourth-grade primary school (aged between 10 and 11). Two-way variance data analysis method was followed by the Tukey test at a significance level of 0.05. should use the Lilliefors test to determine whether the data are normal, and the Bartlett results to determine whether the data are homogeneous.

 

Downloads

Download data is not yet available.

References

Agrusti, G. (2013). Inquiry-based learning in Science Education. Why e-learning can make a difference. Journal of E-Learning and Knowledge Society, 9(2). http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/831

Almarode, J., Fisher, D., & Frey, N. (2019). Bringing Clarity To Science Instruction. National Science Teachers Association

Bennett, M. (2015). The invisible hand of inquiry-based learning. Childhood Education, 91(5), 388–389. https://eric.ed.gov/?id=EJ1074377

Borovay, L. A., Shore, B. M., Caccese, C., Yang, E., & Hua, O. (2019). Flow, achievement level, and inquiry-based learning. Journal of Advanced Academics, 30(1), 74–106. https://journals.sagepub.com/doi/full/10.1177/1932202X18809659

Büyükbayraktar, F. N. (2023). Deficiencies and Needs for the Application of Inquiry-Based Learning in Physics Classes. International E-Journal of Educational Studies, 7(13), 31–45. https://dergipark.org.tr/en/pub/iejes/issue/75012/1216011

Buyukbayraktar, F. N. (2023). Deficiencies and Needs for the Application of Inquiry-Based Learning in Physics Classes. International E-Journal of Educational Studies, 31–45. https://doi.org/10.31458/iejes.1216011

Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42–44. http://www.cyberbee.com/inquiryprimer.pdf

Damopolii, I., Nunaki, J. H., Nusantari, E., & Kandowangko, N. Y. (2019). Integrating local resources into inquiry-based teaching materials to training students’ science process skills. AIP Conference Proceedings, 2120(1), 60003. https://pubs.aip.org/aip/acp/article/1024530

Dávila, A. (2017). Wiggins, G., & McTighe, J.(2005) Understanding by design . Alexandria, VA: association for supervision and curriculum development ASCD. Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia.

Duchesne, S., & McMaugh, A. (2016). Educational psychology for learning and teaching. (5th ed.) Cengage Learning Australia.

Duchesne, S. , & M. A. (2016). Educational psychology for learning and teaching. (5th ed.) Cengage Learning Australia.

Duchesne, S. , & M. A. (2018). Educational psychology for learning and teaching (6th ed.). Cengage Learning.

Engin, G. (2020). An Examination of Primary School Students’ Academic Achievements and Motivation in Terms of Parents’ Attitudes, Teacher Motivation, Teacher Self-Efficacy and Leadership Approach. International Journal of Progressive Education, 16(1), 257–276. https://eric.ed.gov/?id=EJ1244883

Ergül, R., Şımşeklı, Y., Çaliş, S., Özdılek, Z., Göçmençelebı, Ş., & Şanli, M. (2011). The Effects Of Inquiry-Based Science Teaching On Elementary School Students’science Process Skills And Science Attitudes. Bulgarian Journal of Science & Education Policy, 5(1). http://bjsep.org/getfile.php?id=88

Evans, L. M. (2019). The Power of Science. Source: YC Young Children, 74(2), 14–23. https://doi.org/10.2307/26808906

Firman, M. A., Ertikanto, C., & Abdurrahman, A. (2019). Description of meta-analysis of inquiry-based learning of science in improving students’ inquiry skills. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022018

Friedel, C., Irani, T., Rudd, R., Gallo, M., Eckhardt, E., & Ricketts, J. (2008). Overtly teaching critical thinking and inquiry-based learning: A comparison of two undergraduate biotechnology classes. Journal of Agricultural Education, 49(1), 72–84. https://files.eric.ed.gov/fulltext/EJ839873.pdf

Gibson, H. L. (1998). Case Studies of an Inquiry-Based Science Programs’ Impact on Students’ Attitude towards Science and Interest in Science Careers. https://eric.ed.gov/?id=ED417980

Green, W. J., Elliott, C., & Hays Cummins, R. (2004). “ Prompted†inquiry-based learning in the introductory chemistry laboratory. Journal of Chemical Education, 81(2), 239. https://pubs.acs.org/doi/10.1021/ed081p239

Harlen, W. (2014). CPRT Research Survey 1 (new series) Assessment , Standards and Quality Of Learning in Primary Education. https://cprtrust.org.uk/wp-content/uploads/2014/11/FINAL-FINAL-Wynne-Harlen-RB1.pdf

Heryadi, D., & Sundari, R. S. (2020). Expository learning model. International Journal of Education and Research, 8(1), 207–216. https://www.ijern.com/journal/2020/January-2020/18.pdf

Hong, J.-C., Hwang, M.-Y., Liu, M.-C., Ho, H.-Y., & Chen, Y.-L. (2014). Using a “prediction–observation–explanation†inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. Computers & Education, 72, 110–120. https://www.sciencedirect.com/science/article/abs/pii/S0360131513002893

Jackson, J. K., Forsythe, M., & Contreras, L. (2020). Science in your stacks. Science Scope, 44(2), 36–45. https://www.nsta.org/science-scope/science-scope-novemberdecember-2020/science-your-stacks

Jongwon, L. E. E. (2020). Designing an inquiry-based fieldwork project for students using mobile technology and its effects on students’ experience. Review of International Geographical Education Online, 10(1 (Special Issue)), 14–39. https://files.eric.ed.gov/fulltext/EJ1251829.pdf

Kidman, G., & Casinader, N. (2019). Developing teachers’ environmental literacy through inquiry-based practices. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), em1687. https://www.ejmste.com/article/developing-teachers-environmental-literacy-through-inquiry-based-practices-7666

Lee, H., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technologyâ€enhanced inquiry science units impact classroom learning? Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(1), 71–90. https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20304

Lee, T. D., & Glass, B. (2019). Developing the Next Generation of Elementary Science Teachers. Journal of College Science Teaching, 49(2), 18–23. https://www.nsta.org/developing-next-generation-elementary-science-teachers

Llewellyn, D. (2010). Differentiated science inquiry. Corwin Press.

Loertscher, D. (2008). Powerful Learning: What We Know About Teaching for Understanding 1st Edition. Teacher Librarian

Long, C. S. (2019). The effect of science education classes on preservice elementary teachers’ attitudes about science. Journal of College Science Teaching, 48(6), 77–83. https://www.jstor.org/stable/26901336

McDonald, J. (2019). There Is a Difference Between Engagement and Understanding. Journal of College Science Teaching, 48(3), 7–12. https://www.jstor.org/stable/26901276

Medwell, J., Wray, D., Bailey, L., Biddulph, M., Hagger-Vaughan, L., Mills, M. G., & Wake, G. (2019). Concept-based teaching and learning: Integration and alignment across IB programmes. A Report to the International Baccalaureate Organisation.

Olagoke, A. M., & Mobolaji, O. S. (2014). Inquiry-based learning approaches: The best practice for basic science teachers. International Journal of Current Research and Review, 6(15), 15. https://ijcrr.com/uploads/790_pdf.pdf

Rahmadani, A., & Kurniawati, F. (2021). Teacher engagement mediates self-efficacy and classroom management: Focus on Indonesian primary schools. Electronic Journal of Research in Education Psychology, 19(53), 75–92. https://ojs.ual.es/ojs/index.php/EJREP/article/view/3444

Schukajlow, S., Achmetli, K., & Rakoczy, K. (2019). Does constructing multiple solutions for real-world problems affect self-efficacy? Educational Studies in Mathematics, 100, 43–60. https://doi.org/10.1007/s10649-018-9847-y

Seneviratne, K., Hamid, J. A., Khatibi, A., Azam, F., & Sudasinghe, S. (2019). Multi-faceted professional development designs for science teachers’ self-efficacy for inquiry-based teaching: a critical review. Universal Journal of Educational Research, 7(7), 1595–1611. https://www.hrpub.org/journals/article_info.php?aid=8121

Senyigit, Ç., Önder, F., & Silay, I. (2021). An Inquiry-Based Learning Approach for Effective Concept Teaching. Ie: Inquiry in Education, 13(1), 10. https://files.eric.ed.gov/fulltext/EJ1308214.pdf

Singh, S., & Yaduvanshi, S. (2015). Constructivism in science classroom: Why and how. International Journal of Scientific and Research Publications, 5(3), 1–5. https://www.ijsrp.org/research-paper-0315/ijsrp-p3978.pdf

Tatar, N., & Kuru, M. (2006). The effect of inquiry-based learning approach in science education on academic achievement. Hacettepe University Journal of Education, 31, 147–158. https://www.hrpub.org/journals/article_info.php?aid=944

Downloads

Additional Files

Published

30-06-2023

Check Article Index

How to Cite

Sumantri, M. S. (2023). The influencing of Inquiry-Based Learning on Science Conceptual Understanding in Terms of Primary School’s Self-Efficacy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(3), 3627–3638. https://doi.org/10.31004/obsesi.v7i3.4618

Issue

Vol. 7 No. 3 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).