Science Process Skills as Learning Outcomes in Inquiry-Based Learning: A Literature Review
DOI:
10.29303/jppipa.v9i12.4774Published:
2023-12-20Issue:
Vol. 9 No. 12 (2023): DecemberKeywords:
Guided Inquiry, Inquiry Based Learning, Level of Inquiry, Science Process Skills, Teaching StrategyReview
Downloads
How to Cite
Downloads
Metrics
Abstract
This literature review aims to determine 1) forms of Inquiry-Based Learning (IBL) are applied to teach Science Process Skill (SPS), 2) forms of IBL implemented to teach specific SPS, and 3) the level of inquiry used in IBL. Based on these objectives, a literature review was carried out consisting of seven stages starting from determining the study questions, determining data sources, searching for articles from the database, selecting based on keywords, and determining which articles will be reviewed according to the criteria and whether there are answers to the study questions in the articles. There are 54 articles were obtained from this process which were then reviewed with the aid of the Atlasti.9 application. Several strategies can be used to carry out IBL, including POGIL, ADI, PCOI, and DOEI. These Various learning strategies are needed to support the attainment of SPS. IBL is implemented at various levels. Based on the review, it can be concluded that it prefers to use guided rather than free IBL, especially for students with new experience on inquiry.
References
Akkuzu, N., & Uyulgan, M. A. (2017). Step By Step Learning Using The I Diagram In The Systematic Qualitative Analyses Of Cations Within A Guided Inquiry Learning Approach. Chem. Educ. Res. Pract., 18(4), 641–658. https://doi.org/10.1039/C7RP00050B
Anstey, L. M. (2017). “Applying Anatomy To Something I Care Aboutâ€: Authentic Inquiry Learning And Student Experiences Of An Inquiry Project. Anatomical Sciences Education, 10(6), 538–548. https://doi.org/https://doi.org/10.1002/ase.1690
Auliyani, Z. F., Rery, R. U., & Noer, A. M. (2023). The Effect of E-Scaffolding in Guided Inquiry Learning on Concept Understanding in Reaction Rate Material. Jurnal Penelitian Pendidikan IPA, 9(6), 4417–4422. https://doi.org/10.29303/jppipa.v9i6.3646
Bachhawat, A. K., Pandit, S. B., Banerjee, I., Anand, S., Sarkar, R., Mrigwani, A., & Mishra, S. K. (2020). An inquiry-based approach in large undergraduate labs: Learning, by doing it the “wrong†way. Biochemistry and Molecular Biology Education, 48(3), 227–235. https://doi.org/https://doi.org/10.1002/bmb.21331
Balgopal, M. M., Casper, A. M. A., Atadero, R. A., & Rambo-Hernandez, K. E. (2017). Responses To Different Types Of Inquiry Prompts: College Students’ Discourse, Performance, And Perceptions of Group Work In An Engineering Class. International Journal of Science Education, 39(12), 1625–1647. https://doi.org/10.1080/09500693.2017.134684
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 2008. https://eric.ed.gov/?id=EJ815766
Bielik, T., & Yarden, A. (2016). Promoting The Asking Of Research Questions In A High-School Biotechnology Inquiry-Oriented Program. International Journal of STEM Education, 3, 1. https://doi.org/10.1186/s40594-016-0048-x
Burkett, J. R., & Dwyer, T. M. (2019). Combining Inquiry-Based and Team-Teaching Models to Design a Research-Driven, Cross-Disciplinary Laboratory Course. Journal of Chemical Education, 96(4), 660–667. https://doi.org/10.1021/acs.jchemed.8b00940
Cairns, D. (2019). Investigating The Relationship Between Instructional Practices And Science Achievement In An Inquiry-Based Learning Environment. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2019.16609
Çetin, P. S. (2021). Effectiveness of Inquiry Based Laboratory Instruction on Developing Secondary Students’ Views on Scientific Inquiry. Journal of Chemical Education, 98(3), 756–762. https://doi.org/https://doi.org/10.1021/acs.jchemed.0c01364
Çetin, P. S., & Eymur, G. (2017). Developing Students’ Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study. Journal of Chemical Education, 94(7), 837–843. https://doi.org/https://doi.org/10.1021/acs.jchemed.6b00915
Chen, H.-T., Wang, H.-H., Lu, Y.-Y., & Hong, Z.-R. (2019). Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry. International Journal of Science and Mathematics Education, 17(4), 635–655. https://doi.org/10.1007/s10763-018-9896-9
Chen, J., Wang, M., Grotzer, T. A., & Dede, C. (2018). Using A Three-Dimensional Thinking Graph To Support Inquiry Learning. Journal of Research in Science Teaching, 55(9), 1239–1263. https://doi.org/https://doi.org/10.1002/tea.21450
Cresswell, S. L., & Loughlin, W. A. (2017). A Case-Based Scenario with Interdisciplinary Guided-Inquiry in Chemistry and Biology: Experiences of First Year Forensic Science Students. Journal of Chemical Education, 94(8), 1074–1082. https://doi.org/10.1021/acs.jchemed.6b00827
Crujeiras-Pérez, B., & Jiménez-Aleixandre, M. P. (2017). High school students’ engagement in planning investigations: findings from a longitudinal study in Spain. Chemistry Education Research and Practice, 18(1), 99–112. https://doi.org/10.1039/c6rp00185h
Dani, R., Murniati, M., & Evendi, E. (2021). Application of the Guided Inquiry Model to Improve Student’s Motivation and Creativity. Jurnal Penelitian Pendidikan IPA, 7(4), 642–650. https://doi.org/10.29303/jppipa.v7i4.783
DeBoer, G. E. (2006). Historical perspectives on inquiry teaching in schools. Dalam L. In B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implication for teaching, learning, and teacher education. Dordrecht: Springer.
Destino, J. F., & Cunningham, K. (2020). At-Home Colorimetric and Absorbance-Based Analyses: An Opportunity for Inquiry-Based, Laboratory-Style Learning. Journal of Chemical Education, 97(9), 2960–2966. https://doi.org/10.1021/acs.jchemed.0c00604
Doyan, A., Susilawati, S., & Hardiyansyah, H. (2020). Development of Natural Science Learning Tools with Guided Inquiry Model Assisted by Real Media to Improve Students’ Scientific Creativity and Science Process Skills. Jurnal Penelitian Pendidikan IPA, 7(1), 15. https://doi.org/10.29303/jppipa.v7i1.485
Durmaz, H., & Mutlu, S. (2017). The effect of an instructional intervention on elementary students’ science process skills. The Journal of Educational Research, 110(4), 433–445. https://doi.org/10.1080/00220671.2015.1118003
Eymur, G. (2018). Developing high school students’ self-efficacy and perceptions about inquiry and laboratory skills through Argument-Driven Inquiry. Journal of Chemical Education, 95(5), 709–715. https://doi.org/10.1021/acs.jchemed.7b00934
Eymur, G. (2019). The influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method in chemistry laboratories on high school students’ conceptions about the nature of science. Chemistry Education Research and Practice, 20(1), 17–29. https://doi.org/10.1039/c8rp00135a
Fink, A. (2014). Conducting Research Literature Reviews : From The Internet To Paper. USA: SAGE.
Fitri, N. R., Rusdi, M., & Haris Effendi-Hasibuan, M. (2022). The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students’ argumentation ability in chemistry. Jurnal Pendidikan KImia, 14(3), 180–186. https://doi.org/10.24114/jpkim.v14i3.39788
Gao, R., & Lloyd, J. (2020). Precision and Accuracy: Knowledge Transformation through Conceptual Learning and Inquiry-Based Practices in Introductory and Advanced Chemistry Laboratories. Journal of Chemical Education, 97(2), 368–373. https://doi.org/10.1021/acs.jchemed.9b00563
Goeltz, J. C., & Cuevas, L. A. (2021). Guided inquiry activity for teaching titration through total titratable acidity in a general chemistry laboratory course. Journal of Chemical Education, 98(3), 882–887. https://doi.org/10.1021/acs.jchemed.0c01198
Gray, R., & Rogan-Klyve, A. (2018). Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit. International Journal of Science Education, 40(11), 1345–1366. https://doi.org/10.1080/09500693.2018.14795
Greer, A. H., Vauclain, W., Lee, E., Lowe, A., Hoefner, J., Chakraborty, N., Fairorth, M., Sharma, N., Russell, T., Esgro, R., Snyder, L., & Golecki, H. M. (2021). Design of a Guided Inquiry Classroom Activity to Investigate Effects of Chemistry on Physical Properties of Elastomers. Journal of Chemical Education, 98(3), 915–923. https://doi.org/10.1021/acs.jchemed.0c00528
Haidar, D. A., Yuliati, L., & Handayanto, S. K. (2020). The effect of inquiry learning with scaffolding on misconception of light material among fourth-grade students. Jurnal Pendidikan IPA Indonesia, 9(4), 540–553. https://doi.org/10.15294/jpii.v9i4.22973
Hakim, H., Hasmyati, H., Zulfikar, M., Anwar, N. I. A., Dos Santos, H. A., & Hamzah, A. (2023). Improving student’s self-efficacy through inquiry learning model and modeling in physical education. Cakrawala Pendidikan, 42(2), 483–492. https://doi.org/10.21831/cp.v42i2.57759
Hasnunidah, N., Susilo, H., Irawati, M. H., & Suwono, H. (2022). Student conceptual and epistemic quality improvement argumenation with scaffolding on argument-driven inquiry. Jurnal Kependidikan Penelitian Inovasi Pembelajaran, 6(2), 189–199. https://doi.org/10.21831/jk.v6i2.48183
Hidayah, F. F., Imaduddin, M., Yuliyanto, E., Gunawan, G., & Djunaidi, M. C. (2022). Introducing the Small-Scale Chemistry Approach Through Inquiry-Based Laboratory Activities For Pre-Service Teachers. EduChemia (Jurnal Kimia Dan Pendidikan), 7(1), 14. https://doi.org/10.30870/educhemia.v7i1.13084
Hikmawati, H., Kusmiyati, K., & Sutrio, S. (2020). Inquiry Learning Model to Improve Student Cognitive Learning Outcomes in Temperature and Heat. Jurnal Penelitian Pendidikan IPA, 6(1), 97–100. https://doi.org/10.29303/jppipa.v6i1.330
Idul, J. J. A., & Caro, V. B. (2022). Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills? International Journal of Science Education, 44(12), 1994–2014. https://doi.org/10.1080/09500693.2022.2108553
Indawati, H., Sarwanto, S., & Sukarmin, S. (2023). Effect of Guided Inquiry Models and Open Inquiry of Wave and Sound Vibration Materials on Critical Thinking Ability in terms of Science Process Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 42–47. https://doi.org/10.29303/jppipa.v9i1.1994
Iswatun, I., Mosik, M., & Subali, B. (2017). Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan KPS dan hasil belajar siswa SMP kelas VIII. Jurnal Inovasi Pendidikan IPA, 3(2), 150. https://doi.org/10.21831/jipi.v3i2.14871
Jeon, A.-J., Kellogg, D., Khan, M. A., & Tucker-Kellogg, G. (2021). Developing critical thinking in STEM education through inquiry-based writing in the laboratory classroom. Biochemistry and Molecular Biology Education, 49(1), 140–150. https://doi.org/https://doi.org/10.1002/bmb.21414
Jimenez-Liso, M. R., Bellocchi, A., Martinez-Chico, M., & Lopez-Gay, R. (2022). A Model-Based Inquiry Sequence as a Heuristic to Evaluate Students’ Emotional, Behavioural, and Cognitive Engagement. Research in Science Education, 52(4), 1313–1334. https://doi.org/10.1007/s11165-021-10010-0
Juniar, A., & Sianipar, I. A. (2022). The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material. Jurnal Pendidiakn Kimia, 14(2), 345–353. https://doi.org/10.24114/jpkim.v14i2.34553
Kang, J. (2022). Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy. Research in Science Education, 52(1), 339–355. https://doi.org/10.1007/s11165-020-09946-6
Kapon, S. (2016). Doing research in school: Physics inquiry in the zone of proximal development. Journal of Research in Science Teaching, 53(8), 1172–1197. https://doi.org/10.1002/tea.21325
Khoiri, N., Huda, C., Rusilowati, A., Wiyanto, Sulhadi, & Wicaksono, A. G. C. (2020). The impact of guided inquiry learning with digital swing model on students’ generic science skill. Jurnal Pendidikan IPA Indonesia, 9(4), 554–560. https://doi.org/10.15294/jpii.v9i4.26644
Kodani, S., & Koga, N. (2021). Discovering the Chemical Mechanism of Common Heating Agents: A Stepwise Inquiry with Student-Designed Experiments in a High School Laboratory Course. Journal of Chemical Education, 98(2), 673–677. https://doi.org/10.1021/acs.jchemed.0c00831
Kusairi, S., Hardiana, H. A., Swasono, P., Suryadi, A., & Afrieni, Y. (2021). E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students’ Conceptual Understanding in Static Fluid Concepts. Jurnal Pendidikan Fisika Indonesia, 17(1), 13–21. https://doi.org/10.15294/jpfi.v17i1.23969
Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Eroglu Dogan, E., & Schwartz, R. (2017). Changes in Students’ Views about Nature of Scientific Inquiry at a Science Camp. Science & Education, 26(7), 889–917. https://doi.org/10.1007/s11191-017-9941-z
Lehtinen, A., Lehesvuori, S., & Viiri, J. (2019). The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers. Research in Science Education, 49(6), 1547–1567. https://doi.org/10.1007/s11165-017-9666-7
Lestari, S. (2021). pengaruh model pembelajaran peer led guided inquiry terhadap kompetensi literasi sains ditinjau dari kemampuan akademik. Jurnal Inovasi Pendidikan IPA, 7(1). https://doi.org/10.21831/jipi.v7i1.29845
Lewthwaite, B. (2014). Thinking about practical work in chemistry: teachers’ considerations of selected practices for the macroscopic experience. Chem. Educ. Res. Pract., 15(1), 35–46. https://doi.org/10.1039/C3RP00122A
Lin, C.-H., Chiu, C.-H., Hsu, C.-C., Wang, T.-I., & Chen, C.-H. (2018). The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students’ science process and argument construction skills. Journal of Computer Assisted Learning, 34(3), 279–292. https://doi.org/https://doi.org/10.1111/jcal.12241
Lu, S., Bi, H., & Liu, X. (2018). The effects of explanation-driven inquiry on students’ conceptual understanding of redox. International Journal of Science Education, 1–17. https://doi.org/10.1080/09500693.2018.15136
Miftakhurrohmah, N. L., Masykuri, M., Ariyani, S. R. D. A., & Noris, M. N. (2023). Effect of Guided Inquiry-Based Excretion System E-Module to Improve Critical Thinking and ICT Literacy Skills for Students. Jurnal Penelitian Pendidikan IPA, 9(2), 681–689. https://doi.org/10.29303/jppipa.v9i2.2036
Minner, D. D., Levy, A. J., & Century, J. (2009). Inquiry-based science instruction --- What is it and does it matter? Results from a Research Synthesis Years, 47(4), 474–496. https://doi.org/10.1002/tea.20347
Moon, A., Stanford, C., Cole, R., & Towns, M. (2017). Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation. Journal of Research in Science Teaching, 54(10), 1322–1346. https://doi.org/10.1002/tea.21407
Muntholib, Rahayu, S., Alsulami, N., & Rosli, M. S. (2022). Investigating the immersion of inquiry in lecture in improving students’ understanding about scientific inquiry. Cakrawala Pendidikan, 41(3), 806–820. https://doi.org/10.21831/cp.v41i3.33020
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
Nisfah, N. L., Purwaningsih, E., & Parno, P. (2022). Collaborative inquiry integrated technological pedagogical content knowledge to improve higher-order thinking skills. Jurnal Kependidikan Penelitian Inovasi Pembelajaran, 6(1), 25–39. https://doi.org/10.21831/jk.v6i1.36440
Ong, E. T., Govindasamy, D., Singh, C. K. S., Ibrahim, M. N., Wahab, N. A., Borhan, M. T., & Tho, S. W. (2021). The 5E inquiry learning model: Its effect on the learning of electricity among malaysian students. Cakrawala Pendidikan, 40(1), 170–182. https://doi.org/10.21831/cp.v40i1.33415
Ong, E. T., Keok, B. L., Yingprayoon, J., Singh, C. K. S., Borhan, M. T., & Tho, S. W. (2020). The effect of 5E inquiry learning model on the science achievement in the learning of “Magnet†among year 3 students. Jurnal Pendidikan IPA Indonesia, 9(1), 1–10. https://doi.org/10.15294/jpii.v9i1.21330
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2023). Guided inquiry-based learning in secondary-school chemistry classes: a case study. Chem. Educ. Res. Pract., 24(1), 50–70. https://doi.org/10.1039/D2RP00110A
Özkanbaş, M., & Taştan Kırık, Ö. (2020). Implementing collaborative inquiry in a middle school science course. Chem. Educ. Res. Pract., 21(4), 1199–1217. https://doi.org/10.1039/C9RP00231F
Pambudi, F. W., & Novita, D. (2020). Enhancement of Interpretation and Inference Skills Through Guided Inquiry in Chemical Equilibrium. EduChemia (Jurnal Kimia Dan Pendidikan), 5(2), 153. https://doi.org/10.30870/educhemia.v5i2.7273
Pitorini, D. E., Suciati, S., & Ariyanto, J. (2020). Kemampuan argumentasi siswa: Perbandingan model pembelajaran inkuiri terbimbing dan inkuiri terbimbing dipadu dialog Socrates. Jurnal Inovasi Pendidikan IPA, 6(1). https://doi.org/10.21831/jipi.v6i1.27761
Priyasmika, R. (2021). The Effect of Multiple Representation-Based Guided Inquiry on Learning Outcomes Reviewed from Scientific Thinking Skills. EduChemia (Jurnal Kimia Dan Pendidikan), 6(1), 55. https://doi.org/10.30870/educhemia.v6i1.8985
Putra, I. M. T. P., Sudiatmika, A. A. I. A. R., & Suardana, I. N. (2023). Effectiveness of E-LKPD IPA through Socioscientific Inquiry Based Learning (SSIBL) Model to Improve Students’ Scientific Literacy Skills. Jurnal Penelitian Pendidikan IPA, 9(8), 6337–6344. https://doi.org/10.29303/jppipa.v9i8.3957
Qureshi, S., Vishnumolakala, V. R., Southam, D. C., & Treagust, D. F. (2016). Inquiry-based chemistry education in a high-context culture: A Qatari case study. International Journal of Science and Mathematics Education, 15(6), 1017–1038. https://doi.org/10.1007/s10763-016-9735-9
Rahayu, A., & Sardiana Sari, R. (2023). Guided Inquiry-Based Basic Chemistry Practicum Guidelines and Its Impact on Students’ Science Process Skills and Critical Thinking Skills. Jurnal Pendidikan Kimia Indonesia, 7(1), 1–9. https://doi.org/10.23887/jpk.v7i1
Rahayu, M., Asyhari, A., & Anjani, A. V. (2022). Scaffolding in guided inquiry learning with google classroom: Effect on physics conceptual understanding. Jurnal Inovasi Pendidikan IPA, 8(2), 174–184. https://doi.org/10.21831/jipi.v8i2.4836 5
Rahayu, S., Bambut, K. E. N., & Fajaroh, F. (2020). Do different discussion activities in developing scientific argumentation affect students’ motivation in chemistry? Cakrawala Pendidikan, 39(3), 679–693. https://doi.org/10.21831/cp.v39i3.32228
Ramadani, R., & Suriati, Y. (2022). The influence of the LSLC-based GIL learning model on the material of electrolysis cells on the learning outcomes of class XII students of SMA N 5 Padang. https://doi.org/10.24114/jpkim.v14i1.33764
Ramdani, A., Artayasa, I. P., Yustiqvar, M., & Nisrina, N. (2021). Enhancing Prospective Teachers’ Creative Thinking Skills: A Study Of The Transition From Structured To Open Inquiry Classes. Cakrawala Pendidikan, 40(3), 637–649. https://doi.org/10.21831/cp.v40i3.41758
Reynders, G., Suh, E., Cole, R. S., & Sansom, R. L. (2019). Developing Student Process Skills in a General Chemistry Laboratory. Journal of Chemical Education, 96(10), 2109–2119. https://doi.org/10.1021/acs.jchemed.9b00441
Ritonga, Y. R. A., & Istiyono, E. (2023). Effect of Strengthening Asking Skills with the Guided Inquiry Learning Model on Students Learning Outcomes on Rotation Dynamics. Jurnal Penelitian Pendidikan IPA, 9(7), 5016–5022. https://doi.org/10.29303/jppipa.v9i7.3005
Ronnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground -- A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161–197. https://doi.org/http://dx.doi.org/10.1080/03057267.2016.1206351
Rowe, F. (2014). What literature review is not: diversity, boundaries and recommendations. European Journal of Information Systems, 23(3), 241–255. https://doi.org/10.1057/ejis.2014.7
Saleh, A., Yuxin, C., Hmelo-Silver, C. E., Glazewski, K. D., Mott, B. W., & Lester, J. C. (2020). Coordinating scaffolds for collaborative inquiry in a game-based learning environment. Journal of Research in Science Teaching, 57(9), 1490–1518. https://doi.org/https://doi.org/10.1002/tea.21656
Salim, S., & Hidayati, R. S. (2020). Penerapan Levels Of Inquiry Meningkatkan Penguasaan Konsep Kimia Pada Siswa Dengan Pengetahuan Awal Berbeda. Jurnal Pendidikan Kimia Indonesia, 4(2), 78–87. https://ejournal.undiksha.ac.id/index.php/JPK/index
Salsabila Utami, S., Sari, R., Aisyah, S., Affifah, I., Kimia, P. P., Sultan, U., & Tirtayasa, A. (2022). Corresponding author. *E-mail address: Salsabila11@gmail.com (Siti Salsabila Utami) Application of the Argument-Driven Inquiry Learning Model in Stimulating Students’ Scientific Argumentation Skills on Acid-Base Material. Jurnal Pendidikan Kimia Indonesia, 6, 38–45. https://doi.org/10.23887/jpk.v6i1
Samarapungavan, A., Bryan, L., & W ills, J. (2017). Second graders’ emerging particle models of matter in the context of learning through model-based inquiry. Journal of Research in Science Teaching, 54(8), 988–1023. https://doi.org/10.1002/tea.21394
Saputri, M., Nurulwati, N., & Musdar, M. (2023). Implementation of Guided Inquiry Learning Model to Improve Students’ Creative Thinking Skills in Physics. Jurnal Penelitian Pendidikan IPA, 9(3), 1107–1111. https://doi.org/10.29303/jppipa.v9i3.3186
Sari, R. S., Ningsi, N., Nasarudin, N., & Hakim, A. R. (2023). Free Inquiry Learning Model with Experimental Methods on The Learning Outcomes of Class X Students of Senior High School on The Subject of Motion. Jurnal Pendidikan Fisika Indonesia, 18(2), 165–173. https://doi.org/10.15294/jpfi.v18i2.28083
Savitri, E. N., Wusqo, I. U., Ardhi, M. W., & Putra, P. D. (2017). Enhancement of science students’ process skills through implementation of green learning method (GeLeM) with conservation-based inquiry approach. Jurnal Pendidikan IPA Indonesia, 6(2), 237–244. https://doi.org/10.15294/jpii.v6i2.11286
Schmid, S., & Bogner, F. X. (2017). How an inquiry-based classroom lesson intervenes in science efficacy, career-orientation and self-determination. International Journal of Science Education, 39(17), 2342–2360. https://doi.org/10.1080/09500693.2017.13803
Sengul, O., Enderle, P. J., & Schwartz, R. S. (2021). Examining science teachers’ enactment of argument-driven inquiry (ADI) instructional model. International Journal of Science Education, 43(8), 1273–1291. https://doi.org/10.1080/09500693.2021.19086
Silva, T., & Galembeck, E. (2016). Developing and supporting students’ autonomy to plan, perform, and interpret inquiry-based biochemistry experiments. Journal of Chemical Education, 94(1), 52–60. https://doi.org/10.1021/acs.jchemed.6b00326
Stanford, C., Moon, A., Towns, M., & Cole, R. (2016). Analysis of instructor facilitation strategies and their influences on student argumentation: A case study of a process oriented guided inquiry learning physical chemistry classroom. Journal of Chemical Education, 93(9), 1501–1513. https://doi.org/10.1021/acs.jchemed.5b00993
Stender, A., Schwichow, M., Zimmerman, C., & H"artig, H. (2018). Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry. International Journal of Science Education, 1–20. https://doi.org/10.1080/09500693.2018.15043
Sulistiani, N. E., & Agustini, R. (2022). Improvement of student’s creative thinking skills by guided inquiry-based student worksheet in acid-base materials. Jurnal Pendidikan Kimia, 14(3), 373–392. https://doi.org/10.24114/jpkim.v14i3.37396
Szalay, L., & Tóth, Z. (2016). An inquiry-based approach of traditional ``step-by-step’’ experiments. Chemistry Education Research and Practice, 17(4), 923–961. https://doi.org/10.1039/c6rp00044d
Taofiq, M., Setiadi, D., & Hadiprayitno, G. (2018). Implementasi Model Pembelajaran Inkuiri Dan Problem Based Learning (PBl) Terhadap Keterampilan Generik Sains Biologi Ditinjau Dari Kemampuan Akademik Siswa. JPPIPA, 4(2).
Van Duzor, A. G. (2016). Using self-explanations in the laboratory to connect theory and practice: The decision/explanation/observation/inference writing method. Journal of Chemical Education, 93(10), 1725–1730. https://doi.org/10.1021/acs.jchemed.6b00093
Verawati, N. N. S. P., Hikmawati, Prayogi, S., & Bilad, M. R. (2021). Reflective Practices In Inquiry Learning: Its Effectiveness In Training Pre-Service Teachers’ Critical Thinking Viewed From Cognitive Styles. Jurnal Pendidikan IPA Indonesia, 10(4), 505–514. https://doi.org/10.15294/jpii.v10i4.31814
Vilardo, D. A., MacKenzie, A. H., & Yezierski, E. J. (2016). Using students’ conceptions of air to evaluate a guided-inquiry activity classifying matter using particulate models. Journal of Chemical Education, 94(2), 206–210. https://doi.org/10.1021/acs.jchemed.5b01011
Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340–352. https://doi.org/10.1039/c6rp00233a
Yager, R. E., & Akcay, H. (2010). The Advantages of an Inquiry Approach for Science Instruction in Middle Grades. School Science and Mathematics, 110(1), 5–12. https://doi.org/https://doi.org/10.1111/j.1949-8594.2009.00002.x
Yulianti, E., & Zhafirah, N. N. (2020). Peningkatan Kemampuan Penalaran Ilmiah Siswa Sekolah Menengah Pertama Melalui Model Pembelajaran Inkuiri Terbimbing. Jurnal Penelitian Pendidikan IPA, 6(1), 125. https://doi.org/10.29303/jppipa.v6i1.341
Zemel, Y., Shwartz, G., & Avargil, S. (2021). Preservice teachers’ enactment of formative assessment using rubrics in the inquiry-based chemistry laboratory. Chem. Educ. Res. Pract., 22(4), 1074–1092. https://doi.org/10.1039/D1RP00001B
Author Biographies
Sukisman Purtadi, Universitas Negeri Yogyakarta
Suyanta Suyanta, Universitas Negeri Yogyakarta
Eli Rohaeti, Universitas Negeri Yogyakarta
License
Copyright (c) 2023 Sukisman Purtadi, Suyanta Suyanta, Eli Rohaeti
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, 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 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- 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).