Effect Size Analysis of the Use of Guided Inquiry-Based Teaching Materials on Students’ Competence

Tessa Destia Putri Lisa; Asrizal Asrizal; Festiyed Festiyed

doi:10.24036/jipt/vol1-iss1/6

Authors

Tessa Destia Putri Lisa Universitas Negeri Padang
Asrizal Physics Departement, Universitas Negeri Padang, Indonesia.
Festiyed Physics Departement, Universitas Negeri Padang, Indonesia.

DOI:

https://doi.org/10.24036/jipt/vol1-iss1/6

Keywords:

Effect size, Guided inquiry, Student competency, Teaching materials

Abstract

Teaching materials are needed in learning to deliver information systematically to students in order to achieve the expected competencies. The real condition in the field show that the use of teaching materials based on certain learning models were still limited. For this reason, this research was conducted to analyze the effect size of the use of guided inquiry-based physics and science teaching materials on students’ competence. The research method used is meta-analysis based on effect size with research subjects, namely 20 national and international articles. The results showed that the use of guided inquiry-based physics and science teaching materials was effective in increasing the competence of students at the junior high school level with a very high effect size. In addition, the use of guided inquiry-based physics and science teaching materials on teaching materials in the form of modules and textbooks gives a very high effect size and student worksheet and videos gives a high effect size. The use of guided inquiry-based physics and science teaching materials is effective in increasing the competence of students on cognitive learning outcomes with a very high effect size, on critical thinking skills, HOTS, conceptual understanding, and metacognitive abilities giving a high effect size, and on generic science skills gives a moderate effect size.

Downloads

Download data is not yet available.

References

Annafi, N. (2016). Pengaruh Penerapan LKPS Berbasis Inkuiri Terbimbing di MAN 1 Kota Bima. Journal of Educational Science and Technology, 2(2), 98–104.

Asrizal, Amran, A., Ananda, A., Festiyed, F., & Sumarmin, R. (2018). The Development of Integrated Science Instructional Materials to Improve Students’ Digital Literacy in Scientific Approach. Jurnal Pendidikan IPA Indonesia, 7(4), 442–450.

Asrizal, Festiyed, & Sumarmin, R. (2017). Analisis Kebutuhan Pengembangan Bahan Ajar IPA Terpadu Bermuatan Literasi Era Digital untuk Pembelajaran Siswa SMP Kelas VIII. Jurnal Eksakta Pendidikan (JEP), 1(1), 1–8.

Astuti, Y., & Setiawan, B. (2013). Pengembangan Lembar Kerja Siswa (LKS) Berbasis Pendekatan Inkuiri Terbimbing dalam Pembelajaran Kooperatif pada Materi Kalor. Jurnal Pendidikan IPA Indonesia, 2(1), 88–92.

Aulia, E. V., Poedjiastoeti, S., & Agustini, R. (2018). The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills. Journal of Physics: Conference Series, 947(1), 1–8.

Becker, K., & Park, K. (2011). Effects of Integrative Approaches Among Science, Technology, Engineering, and Mathematics (STEM) Subjects on Students’ Learning: A Preliminary Meta-analysis. Journal of STEM Education, 12(5), 23–38.

Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do Different Levels of Inquiry Lead to Different Learning Outcomes? A Comparison Between Guided and Structured Inquiry. International Journal of Science Education, 36(12), 1937–1959.

Dewi, C., Utami, L., & Octarya, Z. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction terhadap Kemampuan Berpikir Kritis Siswa SMA pada Materi Laju Reaksi. Journal of Natural Science and Integration, 3(2), 196.

Ermawati, E., Sugiarto, R., & Vebrianto, R. (2019). Penerapan Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Generik Sains Siswa. Journal of Natural Science and Integration, 1(2), 213.

Fahlevi, A., & Maghfiroh, S. (2023). Development of Guided Inquiry-Based Science Electronic Teaching Materials to Increase Student Learning Motivation. Jurnal Penelitian Pembelajaran Fisika, 9(1), 1–10.

Faradilla, M., Hasan, M., & Sulastri. (2018). The Effectiveness of Guided Inquiry-based Student Worksheets on Students’ Generic Science Skills. Journal of Physics: Conference Series, 1088, 1–7.

Festiyed. (2013). Perubahan Paradigma Proses Pembelajaran dalam Memberikan Layanan Profesional Berbasis Karakter. Seminar Nasional MIPA Dan PMIPA IAIN Sulthan Thaha Saifuddin Jambi, 1–27.

Festiyed. (2015). Paradigma Pembelajaran Fisika dan Asesmen Outentik untuk Mewujudkan Generasi Emas y ang Kolaboratif, Kooperatif, Kompetitif dan Berkarakter. Seminar Nasional Dan Kuliah Umum Universitas Sriwijaya Palembang, 1–33.

Fitriyati, I., & Munzil. (2016). Penerapan Strategi Pembelajaran Inkuiri Terbimbing Berbantuan Media Untuk Meningkatkan Keterampilan Berpikir Ilmiah Siswa Pada Pembelajaran IPA SMP. Jurnal Penelitian Pendidikan IPA, 1(1), 1–6.

Gunawan, G., Jufri, A. W., Nisrina, N., Al-Idrus, A., Ramdani, A., & Harjono, A. (2021). Guided Inquiry Blended Learning Tools (GI-BL) for School Magnetic Matter in Junior High School to Improve Students’ Scientific Literacy. Journal of Physics: Conference Series, 1747(1), 1–9.

Gunawan, Harjono, A., Hermansyah, & Herayanti, L. (2019). Guided Inquiry Model Through Virtual Laboratory to Enhance Students’ Science Process Skills on Heat Concept. Cakrawala Pendidikan, 38(2), 259–268.

Hayatul, I., Hidayati, & Kamus, Z. (2018). Penggunaan LKS Berbasis Inkuiri Terbimbing pada Materi Momentum dan Gerak Harmonik Sederhana untuk Peningkatan Kompetensi Fisika Siswa. Pillar of Physics Education, 11(3), 89–96.

Hermansyah, Gunawan, & Harjono, A. (2018). The effect of using virtual laboratory in guided inquiry learning on cognitive learning outcomes of physics. IOSR Journal of Research and Method in Education, 8(I), 15–20.

Iryani, Bayharti, Iswendi, & Putra, R. F. (2021). Effect of Using Guided Inquiry-Based Chemical Bonding Modules on Student Learning Outcomes. Journal of Physics: Conference Series, 1788(1), 1–7.

Permendikbud Nomor 22 Tahun 2016 Tentang Standar Proses Pendidikan Dasar dan Menengah, Pub. L. No. 22, 1 (2016).

Kuhlthau, C. C. (2015). Guided Inquiry: School Libraries in the 21st Century. School Libraries Worldwide, 1–12.

Kurniawan, R., & Syafriani, S. (2021). Praktikalitas dan Efektivitas Penggunaan E-Modul Fisika SMA Berbasis Guided Inquiry Terintegrasi Etnosains untuk Meningkatkan Berpikir Kritis Peserta Didik. Jurnal Eksakta Pendidikan (Jep), 5(2), 135–141.

Maison, & Wahyuni, I. (2021). Guide Inquiry Science E-module Development for Improving Junior High School Students’ Scientific Literacy. Journal of Physics: Conference Series, 1876(1), 1–10.

Misbah, Dewantara, D., Hasan, S. M., & Annur, S. (2018). The Development of Student Worksheet By Using Guided Inquiry Learning Model To Train Student’S Scientific Attitude. Unnes Science Education Journal, 7(1), 19–26.

Nurlaila, N., & Lufri, L. (2021). The Effect of Guided Inquiry Learning Models Using the Help of Student Activity Sheet on the Knowledge Competency of Students in Class XI of SMAN 1 Sungayang. Journal of Physics: Conference Series, 1940(1), 1–8.

Pasaribu, R., & Prastyo, H. (2022). Meta Analisis: Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Matematis Siswa. Jurnal Padegogik, 5(2), 53–62.

Prastowo, A. (2014). Panduan Kreatif Membuat Bahan Ajar inovatif. DIVA Press.

Peraturan Pemerintah RI Nomor 57 Tahun 2021, Pub. L. No. 57, 1 (2021).

Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83–93.

Putri, S. R., & Syafriani, S. (2020). Analysis Development of Guided Inquiry Based Physics E-module to Improve Critical Thinking Ability of Students High School. Journal of Physics: Conference Series, 1481(1), 1–6.

Rinaldo, A., Ertikanto, C., & Sesunan, F. (2017). Pengaruh Lembar Kerja Siswa Berbasis Inkuiri Terbimbing Topik Pembiasan Cahaya Terhadap Kemampuan Berpikir Kritis. Jurnal Pembelajaran Fisika Universitas Lampung, 5(3), 115960.

Rustaman, N. Y. (2011). Pendidikan dan Penelitian Sains dalam Mengembangkan Keterampilan Berpikir Tingkat Tinggi Untuk Pembangunan Karakter. Seminar Nasional VIII Pendidikan Biologi, 1–20.

Sadia, I. W. (2014). Model-model Pembelajaran Sains Konstruktivistik (1st ed.). Graha Ilmu.

Stender, A., Schwichow, M., Zimmerman, C., & Härtig, 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, 40(15), 1812–1831.

Sugiyanto, S., Sunarno, W., & Prayitno, B. A. (2013). Pengembangan Modul Berbasis Inkuiri Terbimbing Disertai Multimedia Pada Materi Keanekaragaman Makhluk Hidup Di SMPN 1 Kendal Kabupaten Ngawi. Bioedukasi: Jurnal Pendidikan Biologi, 6(1), 22–33.

Sukini. (2019). Penerapan Pembelajaran Guided Inquiry Berbasis Pendekatan Saintifik untuk Meningkatkan Aktivitas dan Hasil Belajar Kognitif Biologi Siswa Kelas XI MIPA SMA Negeri 3 Dumai. Journal of Natural Science and Integration, 2(1), 105.

Syamsu, F. D. (2017). Pennembangan Penuntut Praktikum IPA Berbasis Inkuiri Terbimbing untuk Siswa SMP Siswa Kelas VII Semester Genap. Bionatural, 4(2), 13–27.

Tanjung, M. R., Asrizal, & Festiyed. (2022). Efek Bahan Ajar Sains Berbasis Inkuiri Terbimbing Pada Keterampilan Proses Sains dan Hasil Belajar Peserta Didik: Suatu Meta Analisis. Jurnal Penelitian Dan Pembelajaran Fisika, 8(2), 186–194.

Tohir, M. (2019). Hasil PISA Indonesia Tahun 2018 Turun Dibanding Tahun 2015. Paper of Matematohir, 2(1), 1–2.

Usmeldi. (2016). Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 2(1), 1–8.

Yani, F., Bukit, N., & Manurung, S. R. (2020). The Effectiveness of Natural Science Modules Based on Guided Inquiry Method in Elementary School Learning. Journal of Physics: Conference Series, 1485(1), 1–9.