The Effect of Scientific Modeling-Based Guided Inquiry Learning on Junior High School Students^ Inquiry Skills Christin Febriana Pratiwi, Febriani Sarwendah Asri Nugraheni
Natural Science Education Study Program, Universitas Sebelas Maret
Abstract
This study aims to: (1) determine the effect of inquiry-based learning with scientific modeling on students^ inquiry skills- and (2) examine the extent of the influence of implementing inquiry-based learning with scientific modeling on students^ inquiry skills. Indicator of inquiry skills such as asking question, planning investigation, carrying out investigation, analyzing and interpreting data, constructing explanation, dan engaging in arguments from evidence. The research employed a mixed methods approach using an Explanatory Sequential design, where quantitative data were collected through pretests and posttests, and qualitative data were obtained through structured interviews. The sampling techniques used were cluster random sampling for the quantitative sample and stratified random sampling for the qualitative sample. The quantitative sample consisted of two eighth-grade classes at SMP Negeri 19 Surakarta: one experimental class (received inquiry-based learning with scientific modeling) and one control class (taught using the discovery learning model). Data were analyzed using Quade^s test in SPSS, resulting in a significance value of p < 0.001. The qualitative findings supported the quantitative results, showing that students in the experimental class better understood concepts through modeling, felt more actively engaged in learning, and were helped in formulating and testing hypotheses. In conclusion, inquiry-based learning integrated with scientific modeling is significantly and meaningfully enhancing students^ inquiry skills.
