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Journal articles on the topic 'Learning inquiry'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Eastwell, Peter. "Inquiry Learning." American Biology Teacher 71, no. 6 (2009): 328. http://dx.doi.org/10.2307/20565327.

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Wichmann, Astrid, and Detlev Leutner. "Inquiry Learning." Zeitschrift für Pädagogische Psychologie 23, no. 2 (2009): 117–27. http://dx.doi.org/10.1024/1010-0652.23.2.117.

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Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) a

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Appelbaum,, David. "On Learning to Inquire: Revisiting the Detailed Inquiry." American Journal of Psychoanalysis 70, no. 1 (2010): 78–85. http://dx.doi.org/10.1057/ajp.2009.46.

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Ruzaman, Nazirah Kamal, and D’oria Islamiah Rosli. "Inquiry-Based Education: Innovation in Participatory Inquiry Paradigm." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (2020): 4. http://dx.doi.org/10.3991/ijet.v15i10.11460.

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Inquiry-based learning is fundamental for the development of higher order thinking skills that guides learners to inquire meaningful questions that led to relevant answers, therefore awaken learners’ curiosity and wonder. Re-cent ameliorations in technology have captivated the enthusiasm of both educators and researchers to develop inquiry-based classroom activities that emphasize the application of educational technology in the domain of school science education. Thus, we have designed a learning application “AIBASE”, which assists primary school students in generating hypotheses during Scien

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Saputra, Harmedi Yulian, and Monica Prima Sari. "the effect of the guided inquiry learning model on science learning outcomes." Universe 3, no. 2 (2022): 176–88. http://dx.doi.org/10.24036/universe.v3i2.215.

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This study aims to figure out the effect of Guided Inquiry Learning model on learning outcomes of students in science learning. This research is motivated by a lot of research on the effect of Guided Inquiry Learning on student learning outcomes. This research is an ex-post facto research with descriptive data analysis. The population in this study were all articles originating from indexed journals related to the effect of Guided Inquiri Learning on student learning outcomes. The sample used was 10 Scopus indexed articles and SINTA accredited. Based on the results of the analysis of the artic

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WANG, LINDA. "LEARNING THROUGH INQUIRY." Chemical & Engineering News 85, no. 25 (2007): 71–72. http://dx.doi.org/10.1021/cen-v085n025.p071.

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Kussmaul, Clifton, Bo Brinkman, and Beth A. Quinn. "EngageCSEduExploring inquiry learning." ACM Inroads 8, no. 3 (2017): 27–30. http://dx.doi.org/10.1145/3123650.

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Warawa, Bonnie. "Classroom Inquiry: Learning about Learning." English Journal 77, no. 2 (1988): 30. http://dx.doi.org/10.2307/819511.

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Pine, Jerome, and Pamela Aschbacher. "Students' Learning of Inquiry in ‘Inquiry’ Curricula." Phi Delta Kappan 88, no. 4 (2006): 308–13. http://dx.doi.org/10.1177/003172170608800413.

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Kamal ruzaman, Nazirah. "SIM FOR SCIENCE: SCAFFOLD IN INQUIRY-BASED LEARNING." Asia Proceedings of Social Sciences 4, no. 1 (2019): 157–59. http://dx.doi.org/10.31580/apss.v4i1.675.

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Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. Inquiry-based learning is an indispensable element for the generating of higher order thinking skills that assist students to inquire meaningful questions that led to relevant answers. It is essential to provoke studentsâ€™ interest and bewilderment. Recent advancement in technology has captivated the enthusiasm of both educators and researchers to develop inquiry-based classroom activities that emphasize on the application of educational technology in the domain of school science educat

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Scholes, Julie. "Implementing Inquiry-based Learning in NursingImplementing Inquiry-based Learning in Nursing." Nursing Standard 18, no. 6 (2003): 28. http://dx.doi.org/10.7748/ns2003.10.18.6.28.b81.

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Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning." Journal of Educational Technology Systems 27, no. 1 (1998): 3–22. http://dx.doi.org/10.2190/l4q4-8qmm-qpj3-b5lj.

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Inquiry-oriented learning has been characterized and promoted from a variety of perspectives by researchers, educators and practitioners over the years [1–5]. Some have stressed the active nature of learner's involvement, associating inquiry with hands-on learning and experiential or activity-based instruction. Others have associated inquiry with a discovery approach or with the development of process skills associated with scientific methods. Yet others have emphasized promoting metacognitive knowledge and skills such as self-reflection and attitudes for inquiry. What role can technology play

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Swanson, Cindy. "Learning to Attend to Children’s Familial Curriculum-Making Worlds." LEARNing Landscapes 7, no. 1 (2013): 301–17. http://dx.doi.org/10.36510/learnland.v7i1.644.

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Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counte

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JALALUDIN, ABDUL. "PENGARUH METODE INQUIRI TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA SMAN 1 MANDE KAB. CIANJUR." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 1, no. 3 (2021): 208–15. http://dx.doi.org/10.51878/science.v1i3.666.

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This research is an experimental study that focuses on increasing the mathematical creative thinking skills of high school students by applying the inquiry learning method. The problem behind this research is the lack of familiarity with learning using methods with a focus on learning on students as a way to get a more meaningful learning experience based on students' creative thinking skills that are different for each student. The aims of this study are: 1) To determine the effect of the inquiry learning method on students' mathematical creative thinking skills. 2) to find out the comparison

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Muhammadkan Bastian, Abda Billah Faza. "Pembelajaran Inquiri-Discoveri dalam Meningkatkan Kreativitas Anak di Sentra Balok Tk Amal Insani." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 8, no. 1 (2020): 043. http://dx.doi.org/10.21043/thufula.v8i1.6653.

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<p><br />Abstract: One of the existing successful learning by applying the learning model that corresponds to the characteristics of learners. This study discusses the learning characteristics of children with a model of the inquiry- discoveri based learning. The purpose of this research reveal that the inquiry- discoveri based model can enhance children's creativity. This study is a qualitative study based on field research to be based on a literature review. The study was conducted in kindergarten Amal Insani to retrieve data through observation, documentation and interview with

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Cochran-Smith, Marilyn, Joan Barnatt, Audrey Friedman, and Gerald Pine. "Inquiry on Inquiry: Practitioner Research and Student Learning." Action in Teacher Education 31, no. 2 (2009): 17–32. http://dx.doi.org/10.1080/01626620.2009.10463515.

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SYAMSIYAH, YUNI NOER. "PENERAPAN MODEL KOOPERATIF TIPE INQUIRI PADA PEMBELAJARAN IKATAN KIMIA UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 2, no. 2 (2022): 144–51. http://dx.doi.org/10.51878/science.v2i2.1233.

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The activity level of students in class X IPA 2 SMAN 10 Pandeglang before the study was 12.5% ??and the average learning outcome was 42.4. Inquiry type cooperative learning provides many opportunities for students to express opinions, ask and answer questions, so that all students can be actively involved in the learning process. The application of the inquiry type cooperative learning model is able to provide learning experiences about various phenomena or facts so that students are able to conclude or find answers that are certain in accordance with the objectives of using inquiry learning s

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Sekeres, Diane Carver, Julie Coiro, Jill Castek, and Lizabeth A. Guzniczak. "Wondering + online inquiry = learning." Phi Delta Kappan 96, no. 3 (2014): 44–48. http://dx.doi.org/10.1177/0031721714557452.

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Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.

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Wentworth, Nancy. "Inquiry Learning and Technology." Computers in the Schools 23, no. 3-4 (2006): 115–29. http://dx.doi.org/10.1300/j025v23n03_08.

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Chissick, Naomi. "Promoting Learning through Inquiry." Mathematics Teacher 97, no. 1 (2004): 6–11. http://dx.doi.org/10.5951/mt.97.1.0006.

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The process of including open-ended tasks and inquiry-based learning in the mathematics syllabus of high school. Article discusses 3 levels of open ended investigations to enhance learning. Includes 3 open ended investigations.

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Lewis, Drew, Steven Clontz, and Julie Estis. "Team-Based Inquiry Learning." PRIMUS 31, no. 2 (2019): 223–38. http://dx.doi.org/10.1080/10511970.2019.1666440.

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Moore, Julie, and Sasha Barab. "The inquiry learning forum:." TechTrends 46, no. 3 (2002): 44–49. http://dx.doi.org/10.1007/bf02784841.

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Nolan, Jason, and Jeremy Hunsinger. "Editorial: introducing Learning Inquiry." Learning Inquiry 1, no. 1 (2007): 1–5. http://dx.doi.org/10.1007/s11519-007-0008-y.

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Nurjani, Nurjani. "PERBAIKAN HASIL BELAJAR IPA MELALUI PENERAPAN MODEL PEMBELAJARAN INQUIRI TRAINING DI KELAS V SD NEGERI 126 GUNUNG BARINGIN." Jurnal Guru Kita PGSD 1, no. 3 (2018): 159. http://dx.doi.org/10.24114/jgk.v1i3.9473.

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Abstract: Improving Learning Outcomes of IPA Through Application of Inquiri Training Model In Class V SD Negeri 126 Gunung Baringin. This study aims to improve students' learning outcomes. The subject of research as many as 24 people.Student learning outcomes using Inquiry Training model. In Cycle I mastery of 70% with an average of 71.3 and not yet completed classically and In Cycle II of 87% with an average of 74 shows completely individual and class. The learning activities of the students during the implementation of the Inquiri Training model in cycle I are reading / reading (38%), workin

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Mikroyannidis, Alexander, Alexandra Okada, Peter Scott, et al. "weSPOT: A Personal and Social Approach to Inquiry-Based Learning." JUCS - Journal of Universal Computer Science 19, no. (14) (2013): 2093–111. https://doi.org/10.3217/jucs-019-14-2093.

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weweSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud-based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project

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Fitri, Nurul Rahmiah, Muhammad Rusdi, and Muhammad Haris Effendi-Hasibuan. "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, no. 3 (2022): 180–86. http://dx.doi.org/10.24114/jpkim.v14i3.39788.

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One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation

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Dalia, Adrianus, and Fecky Evendy Singal. "Pengaruh Model Pembelajaran Inkuiri terhadap Hasil Belajar Siswa PAK-BP Siswa Kelas VIII di SMP Frater Don Bosco Tomohon." ECCE: Jurnal Pendidikan Pastoral Kateketik 1, no. 1 (2023): 93–98. https://doi.org/10.59975/ecce.v1i1.10.

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This paper is the result of quantitative research to answer the question of the influence of the inquiry learning model on the learning outcomes of PAK-BP grade VIII students at SMP Frater Don Bosco Tomohon, as well as to determine whether or not there is an influence between the inquiry learning model on student learning outcomes. This study uses a survey method which aims to determine the effect of variable X on variable Y. To find out this, calculations are used using the slovin formula so that the sample used in this study is 53. This data collection technique is made by spreading 25 items

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Cahyono, Cahyono, Lili Sukarliana, and Dadang Mulyana. "PENERAPAN MODEL PEMBELAJARAN INQUIRY DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN (PPKn)." CIVICS: Jurnal Pendidikan Pancasila dan Kewarganegaraan 6, no. 1 (2021): 145–55. http://dx.doi.org/10.36805/civics.v6i1.1296.

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One of the learning models in the 2013 curriculum is the inquiry learning model, so researchers are interested in finding out the application of the inquiry learning model in developing students' critical thinking skills in Pancasila and Citizenship Education (PPKn) subjects. The aim is to describe the planning, process, student responses, obstacles and efforts of teachers to the application of the inquiry learning model in developing students' critical thinking abilities in Pancasila and Citizenship Education subjects. The theory used by the inquiry learning model according to Komalasari (201

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Ilmiyah, Najimatul. "PEMBENTUKAN KARAKTER DAN KETERAMPILAN SOSIAL PESERTA DIDIK DI SMA MELALUI MODEL PEMBELAJARAN BERBASIS INQUIRY DAN GROUP INVESTIGASI DENGAN SETTING LINGKUNGAN." Jurnal Terapung : Ilmu - Ilmu Sosial 4, no. 2 (2022): 46. http://dx.doi.org/10.31602/jt.v4i2.8622.

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ABSTRACTBasically, the use of inquiry learning models and investigative group type cooperative learning models with environmental settings in the learning process can not only improve learning outcomes but also improve student character behavior and social skills. This study aims to (1) describe the character behavior of students through inquiry learning models and investigative groups with environmental settings (2) describe students' social skills through inquiry learning models and investigative groups with environmental settings. This study uses a qualitative approach with a descriptive me

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Roys, Cahyono Edy, and Isdaryanti Barokah. "The Effectiveness of Learning with the Problem Based Learning Model of Guided Inquiry Based on Local Wisdom in Class V Science Learning Content at SD Negeri Siotapin, Buton Regency." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 06 (2023): 314–19. https://doi.org/10.5281/zenodo.8032926.

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The purpose of this study was to determine the effectiveness of learning with the guided inquiry problem-based learning model based on local wisdom in the fifth grade science learning content at SD Negeri Siotapina, Buton Regency. This research is a quantitative research factorial design. The sample in this study were fifth grade students at SD Negeri 24 Buton and fifth grade students at SD Negeri 38 Buton with a total of 78 students. The results showed 1) Learning with the guided inquiry problem-based learning model based on local wisdom in effective learning content was carried out in the Sc

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Rodrigo, C. Rivera, and N. Delos Santos Elymae. "Meaningfulness of Online Inquiry Learning." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND EDUCATION RESEARCH STUDIES 04, no. 01 (2024): 44–55. https://doi.org/10.5281/zenodo.10575272.

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Abstract : Inquiry learning has long stood the test of time over the last hundred years to maintain value in the practice of education, more so in the 21<sup>st</sup> century. ‘Introspection’ captures best what Dewey (1910/1933) illumines on reflective thinking which is vital in the teaching-learning process (Bybee & Landes, 1990; Gibbs 1988; Farell, 2008). The current literature is rich to inform on the principles and practices of inquiry learning, but with disparate findings as to its effectiveness and design of approaches, both as framework for empirical work and as pedagogi

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Febriadi, Torang, Lina Sri Suryani, Nurliana Nurliana, Miftah Ulya, and Sukiyat Sukiyat. "PENINGKATAN KEAKTIFAN BELAJAR SISWA MELALUI PENERAPAN STRATEGI INQUIRY LEARNING PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMKN 1 LANGGAM KABUPATEN PELALAWAN." Kreatifitas Jurnal Ilmiah Pendidikan Islam 13, no. 1 (2024): 92–108. http://dx.doi.org/10.46781/kreatifitas.v13i1.1199.

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Pembelaran aktif dalam proses pembelajaran, pada hakikatnya mengoptimalkan seluruh potensi siswa untuk berkembang. Penelitian ini merupakan penelitian tindakan yang bermaksud menerapkan strategi inquiry learning guna meningkatkan keaktifan belajar siswa. Melibatkan 30 siswa pada Sekoah Menengah Kejuruan Negeri 1 Langgam Kabupaten Pelalawan. Hasil penelitian menunjukkan bahwa Penggunaan strategi inquiry learning telah berhasil terlaksana dengan sangat baik. yakni pada siklus pertama mencapai 85%, dan meningkat menjadi 90% pada siklus kedua. Jumlah indikator yang sudah terlaksana “sangat baik” a

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Fauziah, Arsyad Muhammad, and Helmi. "Influence of Discovery Learning Model and Learning Motivation on Physics Learning Outcomes in Students." International Journal of Social Science and Human Research 08, no. 01 (2025): 46–53. https://doi.org/10.5281/zenodo.14607588.

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The purpose of this study is to (1) analyze the differences in physics learning outcomes of students in class XI MIPA SMAN 1 Woha who are taught with discovery learning and guided inquiry, (2) analyze the differences in physics learning outcomes of students who are taught with discovery learning and guided inquiry was reviewed from high learning motivation and low learning motivation and (3) analyzed the interaction between discovery learning and learning motivation on students physics learning outcomes. The population consists of class XI MIPA SMAN 1 Woha. The number of samples used in classe

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Wahyuni, M. Jannah. "Penerapan Model Pembelajaran inquiry Dalam Meningkatkan Hasil Belajar Perserta Didik Pada pokok bahasan Pengukuran Di Kelas VII SMP Negeri 6 Halmahera Selatan." Kuantum: Jurnal Pembelajaran dan Sains Fisika 4, no. 1 (2023): 130–51. https://doi.org/10.5281/zenodo.8401431.

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Application of the inquiry learning model in improving student learning outcomes in the concept of measurement in class VII SMP Negeri 6 South Halmahera under the guidance of Mrs. Susi and Mrs. Kartini Lana. Physics Education Study Program at Kie Raha High School of Teaching and Education Ternate This research aims to improve the learning outcomes of students in Class VII of SMP Negeri 6 Halmahera Selatan through the application of an inquiry learning model. The research model used is qualitative with the research being carried out at SMP Negeri 6 Halmahera South, totaling 18 students. Sources

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Najimova, Nargiza Muxiddinovna. "IMPORTANCE OF INQUIRY-BASED LEARNING IN THE LEARNING PROCESS." Eurasian Journal of Academic Research 2, no. 1 (2022): 18–20. https://doi.org/10.5281/zenodo.5822599.

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Germann, Paul J. "The Inquiry "I": A Tool for Learning Scientific Inquiry." American Biology Teacher 64, no. 7 (2002): 512–20. http://dx.doi.org/10.2307/4451356.

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Phillips, Katherine A., and Paul J. Germann. "The Inquiry “I”: A Tool for Learning Scientific Inquiry." American Biology Teacher 64, no. 7 (2002): 512–20. http://dx.doi.org/10.1662/0002-7685(2002)064[0512:tiiatf]2.0.co;2.

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Leif, Forsblom, Gooding Steven, and Tuomi Carol. "Improving Student Motivation and Learning Outcomes Through Inquiry Learning." World Psychology 2, no. 1 (2023): 11–25. http://dx.doi.org/10.55849/wp.v2i1.389.

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School is basically a place where the teaching and learning process takes place between teachers and students. The students at school are always filled with the learning process from morning until going home at noon which makes the students' learning motivation decrease. Increasing student motivation in learning can be done through inquiry learning at school. This study was conducted to find out how the increase in motivation and learning outcomes of students studied through inquiry learning. In this regard, this research is a quantitative research by collecting data through surveys and in-dep

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Bondarenko, Natalia Grigoryevna. "Education and Information Technology: Blended Learning and Inquiry-based Learning Innovative Solutions." Journal of Advanced Research in Dynamical and Control Systems 12, no. 01-Special Issue (2020): 386–93. http://dx.doi.org/10.5373/jardcs/v12sp1/20201086.

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Lito D Mallillin, Leovigildo. "Scholarly Inquiry Model: A Springboard for Student Learning." International Journal of Advanced Multidisciplinary Research and Studies 4, no. 2 (2024): 41–50. http://dx.doi.org/10.62225/2583049x.2024.4.2.2436.

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The paper investigates the scholarly inquiry approach of teaching student learning improvement of respondents in terms of inquiry structure approach, inquiry open-ended approach, inquiry problem-based approach, and inquiry guided approach. It also explores the extent of scholarly inquiry springboard learning improvement of student respondents in the aspect of planning inquiry, retrieving information inquiry, project process inquiry, and creativity skills inquiry. Quantitative descriptive research design is employed in the study and utilizes purposive sampling techniques in gathering data. The

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Rosfiani, Okta, Ma’ruf Akbar, and Amos Neolaka. "Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (2019): 46–57. http://dx.doi.org/10.15408/tjems.v6i1.11593.

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AbstractThis study aims to examine the effect of the learning environment, inquiry, and learning interest on student social studies learning assessment. The participants involved in this study are 130 students from public primary schools in South Jakarta. Data collection consists of social studies learning score, learning environment scale, inquiry scale, and learning interest scale. The results of the study show that the learning environment, inquiry, and learning interest directly influenced student social studies learning assessment in which inquiry and learning interest have a significant

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Rees, Carol, Rupinder Deol Kaur, and Colette Murphy. "Teachers and Teacher Candidates Learning Together: Reported Ideas Regarding a Co-Teaching Model." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 13–14. http://dx.doi.org/10.25071/1916-4467.40502.

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A recurring issue in science teacher education is how to support teachers using student-centred scientific inquiry projects. This study investigates the first year of a three-year project (Inquire Together) that aims to support teacher candidate/teacher mentor teams using student-centred scientific inquiry projects while co-teaching during practicum. Co-teaching involves two or more teachers working together, co-planning, co-instructing and co-reflecting, for the benefit of students and to support each other’s development as teachers. The steps in the first year of the Inquiry Together project

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Unaenah, Een, and Ima Muawiyah. "Perbandingan Model Problem Based Learning dan Model Inquiry Terhadap Hasil Belajar IPA SD." al-Aulad: Journal of Islamic Primary Education 2, no. 2 (2019): 10–18. http://dx.doi.org/10.15575/al-aulad.v2i2.5209.

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This study aims to determine whether there is a difference between the problem based learning model and the inquiry model on science learning outcomes. This research method is quantitative research. The sample of this study was taken from 2 classes, experimental class 1 and experimental class 2, with 30 students each. In each research class, two tests were conducted, namely pretest and posttest. The formulation of the problem in this study are: 1) Students are still difficult in learning science subjects, 2) Learning models used are less innovative, 3) Motivation of students in participating i

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Tsai, Tina Pingting, and Jyhjong Lin. "Using ePUB3 eBook-based Project-Inquired Quality Talk to Enhance Students’ Learning Effects in Flipped Classes." WSEAS TRANSACTIONS ON ELECTRONICS 13 (September 14, 2022): 67–74. http://dx.doi.org/10.37394/232017.2022.13.9.

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In flipped learning, students take learning activities based on their preferred ways to promote their learning interests and effects. For its advantages, we presented earlier an ePUB3 eBook-based problem-inquired quality talk flipped learning model that supports students’ learning by ePUB3 eBooks and Problem-solving Inquired Quality Talk discussions. In this paper, to enhance further the students’ discussion effects, we explore the employment of a more practical Project-based Inquired Quality Talk method in students’ discussions to form a new ePUB3- based project-inquired quality talk flipped

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Mäeots, Mario, and Margus Pedaste. "THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT." Journal of Baltic Science Education 13, no. 1 (2014): 19–31. http://dx.doi.org/10.33225/jbse/14.13.19.

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Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a cohere

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Zulhasni, Zulhasni. "Meningkatkan Minat Membaca Siswa Melalui Media Pembelajaran Buku Cerita Bergambar Model Pembelajaran Inquiry Learning Sd Negeri 008 Bandur Picak." Journal of Development Education and Learning (JODEL) 2, no. 1 (2024): 125–29. https://doi.org/10.70437/jodel.v2i1.58.

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Berdasarkan Fakta yang di peroleh dari SD Negeri 008 Bandur Picak menunjukan kurangnya minat membaca siswa untuk meningkatkan minat membaca siswa peneliti melakukan Penelitian Tindakan Kelas (PTK) untuk mengetahui akar penyebab masalah dari aktifitas belajar dan kurangnya minat siswa membaca. Berdasarkan hal tersebut peneliti mencoba melaksanakan pembelajaran menggunakan model pembelajaran Inquiry Learning. Pembelajaran ini dilaksanakan bertujuan untuk mengetahui hal- hal apa saja yang terjadi didalam aktifitas belajar siswa dan bagaimana cara meningkatkan minat membaca siswa pada pelajaran de

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Rindiany, Nindy Aprillia, and Faizah Qurrata Aini. "META-ANALYSIS: THE GUIDED INQUIRY LEARNING MODEL’S EFFECT ON STUDENTS’ LEARNING OUTCOMES IN CHEMICAL LEARNING." Chimica Didactica Acta 12, no. 2 (2024): 79–84. https://doi.org/10.24815/jcd.v12i2.41489.

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The guided inquiry learning model is an appropriate pedagogical approach for teaching chemistry, as it engages students directly in the learning process. The objective of this research was to analyze and determine the effect of the guided inquiry learning model on students' learning outcomes in chemistry. This research is a literature study that employs a meta-analysis approach, adapted from the PRISMA methodology. A total of 200 articles published on Google Scholar between 2020 and 2024 were collected using the Publish or Perish application with the keywords "the effect of guided inquiry mode

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Sulawanti, Ezha Vandia, Agus Ramdani, and Putu Artayasa. "The Validity of Blended Learning-Based Laboratory Inquiry Learning Tools." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (2021): 95. http://dx.doi.org/10.33394/j-ps.v9i1.3965.

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The purpose of this study was to determine the validity of the blended learning-based laboratory inquiry learning device. This type of research includes research and development. The development research procedure carried out in the development of blended learning-based laboratory inquiry learning tools refers to the 4D development steps, namely define, design, develop and disseminate. The blended learning-based inquiry learning tool developed consists of a syllabus, lesson plans, LKPD, modules, and evaluation instruments. This study only focuses on content and construct validity which were va

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Mahya Dewi, Ucia. "Application of the Collaboration of Problem-Based Learning and Inquiry Learning Models with Macromedia Flash on Students’ Learning Outcomes and Learning Activities." Co-Catalyst: Journal of Science Education Research and Theories 1, no. 1 (2023): 31–42. http://dx.doi.org/10.33830/cocatalyst.v1i1.5096.

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This study aimed to determine the used of problem-based learning and inquiry learning model with Macromedia Flash on students’ learning outcomes and learning activities. The population in this study was 8 classes of XI Natural Science students of MAN 1 Medan. The sample was 20 students selected based on the homogeneity of the pretest scores and questionnaires. Experimental class that I received the problem-based learning and inquiry learning model with Macromedia Flash, while experimental class II received the problem-based learning and inquiry learning model. The data analysis showed a mean s

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Putri, Neng Intan Purnama, and Rostina Sundayana. "Perbandingan Kemampuan Komunikasi Matematis Siswa antara Problem Based Learning dan Inquiry Learning." Plusminus: Jurnal Pendidikan Matematika 1, no. 1 (2021): 157–68. http://dx.doi.org/10.31980/plusminus.v1i1.1034.

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Mathematical communication skills are the basic skills that students must have. The facts show that students' mathematical communication skills are still low. Efforts are needed to improve mathematical communication skills, including the Problem Based Learning model and the Inquiry Learning model. This study aims to analyze the comparison of students 'mathematical communication skills with the Problem Based Learning model and the Inquiry Learning model, to analyze the quality of the improvement, and to analyze the students' attitudes towards the two models. The research method is quasi-experim

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