Enhancing Scientific Communication Skills of Pre-Service Science Teacher Through Guided Inquiry Learning on Basic Physics Laboratory Activities
DOI:
10.29303/jppipa.v9iSpecialIssue.6560Published:
2023-12-25Downloads
Abstract
This study aims to describe the enhancement of students' science communication skills through the application of guided inquiry learning models in laboratory activities. The method used to describe science communication skills is to use pre-experiment research. The samples used in this study were 60 physics education students in the odd semester 2023/2024 who took basic physics practicum courses. The implementation of the guided inquiry learning model in the four meetings. The results of improving science communication skills were based on three indicators that researchers have limited. The result analysis used non-test instruments like observation sheets. The sub-scientific communication skills are: 1) searching information, 2) scientific writing, and 3) representing information. Based on the observation results, it was found that the application of the guided inquiry learning model can train students' science communication skills in sub-skills of seeking information with a percentage increase of 74%, sub-skills of scientific writing with a rise of 67% and sub-skills of representing information at an increase in percentage of 76%. Each average score on the third and fourth meetings shows that science communication skills are in the very skilled category
Keywords:
Basic Physics Laboratory Guided Inquiry Learning Scientific Communication SkillsReferences
Akpan, B., & Kennedy, T. J. (Eds.). (2020). Science Education in Theory and Practice: An Introductory Guide to Learning Theory. Springer International Publishing. https://doi.org/10.1007/978-3-030-43620-9
Algiani, S. R., Artayasa, I. P., Sukarso, A., & Ramdani, A. (2023). Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student’s Creative Disposition and Creative Thinking Skill in Biology Subject. Jurnal Penelitian Pendidikan IPA, 9(1), 221–230. https://doi.org/10.29303/jppipa.v9i1.2836
Artayasa, I. P., Muhlis, M., Merta, I. W., & Hadiprayitno, G. (2021). The Effects of Guided Inquiry Learning with the Assistance of Concept Maps on Students’ Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 7(2), 262–268. https://doi.org/10.29303/jppipa.v7i2.692
Asih, N. F., & Ellianawati, E. (2019). The Enhancement of Verbal Communication Skills for Vocational Students through Project-Based Learning Physics. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 5(1), 21–28. https://doi.org/10.21009/1.05103
Bunawan, W., Mihardi, S., Sitompul, P., & Ramadhani, I. (2023). Improving Graphical and Numerical Representational Competence Coherence with Laboratory Investigation and Computer to Solve Problem-Solving of Geometry Optical Materials. Jurnal Penelitian Pendidikan IPA, 9(7), 5055–5061. https://doi.org/10.29303/jppipa.v9i7.4153
Creswell, J. W. (2015). A concise introduction to mixed methods research. SAGE.
Durdukoca, Åž. F., & Atalay, T. D. (2019). Occupational anxiety and self-efficacy levels among prospective teachers. International Journal of Evaluation and Research in Education (IJERE), 8(1), 173. https://doi.org/10.11591/ijere.v8i1.18213
Eroglu, M. A. (2019). Integrating digital tools for teaching of writing expression in Turkish language. International Journal of Learning and Teaching, 11(1), 34–41. https://doi.org/10.18844/ijlt.v11i1.1031
Hariyanto, H., Yamtinah, S., Sukarmin, S., Saputro, S., & Mahardiani, L. (2019). The analysis of student’s verbal communication skills by gender in the middle school in South Tangerang. 020064. https://doi.org/10.1063/1.5141677
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Jalinus, N., Sukardi, S., Wulansari, R. E., Heong, Y. M., & Kiong, T. T. (2023). Teaching activities for supporting students’ 4cs skills development in vocational education. Journal of Engineering Researcher and Lecturer, 2(2), 70–79. https://doi.org/10.58712/jerel.v2i2.95
Khan, A., Khan, D. S., Zia-Ul-Islam, S., & Khan, M. (n.d.). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice, 8(1), 2017.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century (Second edition). Libraries Unlimited.
Lambirth, A., & Goouch, K. (2006). Golden times of writing: The creative compliance of writing journals. Literacy, 40(3), 146–152. https://doi.org/10.1111/j.1467-9345.2006.00427.x
Lee, S. E., Woods, K. J., & Tonissen, K. F. (2011). Writing Activities Embedded inBioscience Laboratory Courses toChange Students’ Attitudes andEnhance their Scientific Writing. EURASIA Journal of Mathematics, Science and Technology Education, 7(3). https://doi.org/10.12973/ejmste/75191
Li, Q., Moorman, L., & Dyjur, P. (2010). Inquiry-based learning and e-mentoring via videoconference: A study of mathematics and science learning of Canadian rural students. Educational Technology Research and Development, 58(6), 729–753. https://doi.org/10.1007/s11423-010-9156-3
Mukaromah, S. H., & Wusqo, I. U. (2020). The influence of PjBL model with stem approach on global warming topic to students’ creative thinking and communication skills. Journal of Physics: Conference Series, 1521(4), 042052. https://doi.org/10.1088/1742-6596/1521/4/042052
Nafsih, N. Z., & Usmeldi, U. (2022). Green School Oriented Guided Inquiry-Based Science E-Book: Effectiveness Analysis on Increasing Environmental Literacy. Jurnal Penelitian Pendidikan IPA, 8(3), 1355–1360. https://doi.org/10.29303/jppipa.v8i3.1662
Patriot, E. A., & Jannah, M. (2022). The Implementation of Interactive Conceptual Instruction (ICI) to Optimize Scientific Communication Skills Achievements on Impulse and Momentum Concept. Jurnal Pendidikan Fisika, 10(3), 193–207. https://doi.org/10.26618/jpf.v10i3.8070
Patriot, E. A., Suhandi, A., & Chandra, D. T. (2018). Optimize scientific communication skills on work and energy concept with implementation of interactive conceptual instruction and multi representation approach. Journal of Physics: Conference Series, 1013, 012029. https://doi.org/10.1088/1742-6596/1013/1/012029
Putri, D. P., Jalmo, T., & Suyatna, A. (2023). Scaffolding with Peer Tutoring in the Teacher’s Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS. Jurnal Penelitian Pendidikan IPA, 9(4), 1902–1908. https://doi.org/10.29303/jppipa.v9i4.3004
Radyk, M. D., Spatz, L. B., Adkins-Threats, M. L., Cates, K., & St Pierre, C. L. (2023). Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research. Advances in Physiology Education, 47(4), 910–918. https://doi.org/10.1152/advan.00085.2022
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, K. A., Prasetyo, Z. K., & Wibowo, W. S. (2017). Development Of Science Student Worksheet Based on Project Based Learning Model to Improve Collaboration And Communication Skills Of Junior High School Student. Journal of Science Education Research, 1(1). https://doi.org/10.21831/jser.v1i1.16178
Simonson, S. R. (2023). POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners (1st ed.). Routledge. https://doi.org/10.4324/9781003446330
Spektor-Levy, O., Eylon, B.-S., & Scherz, Z. (2008). Teaching communication skills in science: Tracing teacher change. Teaching and Teacher Education, 24(2), 462–477. https://doi.org/10.1016/j.tate.2006.10.009
Sulak, S. E. (2018). Investigation of Writing Habits of Primary School Teachers. Lnternational Electronic Journal of Elementary Education, 10(4), 497–504. https://doi.org/10.26822/iejee.2018438140
Suparlan. (n.d.). Factors Contributing Students’ Speaking Anxiety. JOLLT Journal of Languages and Language Teaching, 9(2), 160–169. https://doi.org/10.33394/jollt.v%vi%i.3321
Syamsuddin, A. (2019). The impact of implementing of INSTAD model toward student’s mathematics learning outcome for 5 th grade elementary school students. Journal of Physics: Conference Series, 1318(1), 012021. https://doi.org/10.1088/1742-6596/1318/1/012021
Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10(1), 215824401990017. https://doi.org/10.1177/2158244019900176
Wahyuni, S., Kosim, Gunawan, & Husein, S. (2019). Physics Learning Devices based on Guided Inquiry with Experiment to Improve Students’ Creativity. Journal of Physics: Conference Series, 1233(1), 012034. https://doi.org/10.1088/1742-6596/1233/1/012034
Yulianti, D., & Handayani, E. (2021). Enhancement of communication skills through physics learning with science, technology, engineering, and mathematics (stem) approach. Journal of Physics: Conference Series, 1918(5), 052083. https://doi.org/10.1088/1742-6596/1918/5/052083
Zuhra, S., Muhibbuddin, M., & Rahmatan, H. (2021). Implementation of Guided Inquiry Strategy Combined with Scientific Student Worksheets on the Structure and Function of Plant Tissues to Improve Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 7(4), 582–586. https://doi.org/10.29303/jppipa.v7i4.766
License
Copyright (c) 2023 Abidin Pasaribu, Evelina Astra Patriot, Ahmad Fitra Ritonga, Saparini Saparini, Melly Ariska, Azizah Putri Berimah
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).
