GIL-based heat and temperature module: Empowering scientific inquiry literacy of junior high school students

https://doi.org/10.24042/jipfalbiruni.v9i2.4562

Dian Kurvayanti Innatesari, Sajidan Sajidan, Sukarmin Sukarmin

Abstract


This research aims to determine the effectiveness of the heat and temperature module based on the Guided-Inquiry Laboratory (GIL) model. The type of this research was a quasi-experimental research with a pretest-posttest control group design.  The samples were the seventh grade of one of junior high school in Kediri, as many as 60 students, with two classes: module as experiment class and existing class as control class. The module class was treated using a GIL-based module and existing class using modules commonly used at school. The sampling technique used in this research was purposive sampling. The instrument used to collect data on scientific inquiry literacy was a multiple-choice test. This study found that there are statistically significant differences between the module and the existing class with an Effect Size (ES) of 0,413. The average score of scientific inquiry literacy N-Gains score calculation in the module class was higher by 0,68 compared to the existing class 0f 0,47. The result indicates that there is a medium impact of applying heat and temperature module to the indicator of scientific inquiry literacy. These findings contribute that employing the GIL-based heat and temperature module proved to be effective in the quality of science learning among module class students.


Keywords


guided inquiry laboratory, heat and temperature, module, scientific inquiry literacy

Full Text:

PDF

References


Akani, O. (2016). An evaluation of classroom experiences of basic science. British Journal of Education, 4(1), 64–76.

Ardianto, D., & Pursitasari, I. D. (2017). Do middle school science textbook enclose an entity of science literacy? Jhss (Journal of Humanities and Social Studies), 1(1), 24–27. https://doi.org/10.33751/jhss.v1i1.369

Astuti, E. A., Wardani, S., & Kadarwati, S. (2019). The effectiveness of practicum-based worksheet based on salt hydrolysis material viewed from the aspect of laboratory skills and interpersonal intelligence learners. Journal of Education and Learning (EduLearn), 13(4), 502–509. https://doi.org/10.11591/edulearn.v13i4.12397

Aulia, E. V, Poedjiastoeti, S., & Agustini1, R. (2018). The effectiveness of Guided-Inquiry-based learning material on students’ science literacy skills the effectiveness of Guided-Inquiry-based learning material on students ’ science literacy skills. IOP Conf. Series: Journal of Physics: Conf. Series 947. https://doi.org/10.1088/1742-6596/947/1/012049

Bruckermann, T., Aschermann, E., Bresges, A., & Schlüter, K. (2017). Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation. International Journal of Science Education, 0(0), 1–22. https://doi.org/10.1080/09500693.2017.1301691

Dhamija, N., Kanchan, M., & Education, M. M. C. (2014). Effectiveness of self learning modules on the achievement and retention of undergraduate students in commerce. Educationia Confab, 3(2).

Gunawan, Harjono, A., Hermansyah, & Herayanti, L. (2019). Guided-Inquiry model through virtual laboratory to enhance students’ science procces skills on heat concept. Cakrawala Pendidikan, 38(2), 259–268. https://doi.org/10.21831/cp.v38i2.23345

Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209–215. https://doi.org/10.15294/jpii.v5i2.7681

Innatesari, D. K., Sajidan, S., & Sukarmin, S. (2019). The profile of students’ scientific inquiry literacy based on scientific inquiry literacy test (ScInqLiT). Journal of Physics: Conference Series, 1227, 012040. https://doi.org/10.1088/1742-6596/1227/1/012040

Iskandar, Sastradika, D., & Defrianti, D. (2019). Optimizing inquiry-based learning activity in improving students’ scientific literacy skills. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012061

Jeon, Y., & Choi, A. (2016). Analysis of inquiry activities in high school chemistry II textbooks based on the 2009 revised science curriculum: Focus on 8 science practices. Journal of the Korean Chemical Society. https://doi.org/10.5012/jkcs.2016.60.1.59

Kuhlthau, C. C. (2010). Guided-Inquiry: school libraries in the 21st century. School Libraries Worldwide.

Kusnadi, K., Rustaman, N. Y., Redjeki, S., & Aryantha, I. N. P. (2017). Enhancing scientific inquiry literacy of prospective biology teachers through inquiry lab project in microbiology. IOP Conf. Series: Journal of Physics: Conf. Series, 895(ICMScE). https://doi.org/10.1088/1742-6596/895/1/012136

Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science , scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Sci & Educ, (23), 285–302. https://doi.org/10.1007/s11191-012-9503-3

Mcdonald, C. V. (2015). Evaluating junior secondary science textbook usage in australian schools. Res Sci Educ. https://doi.org/10.1007/s11165-015-9468-8

Mulhayatiah, D., Setya, W., & Suhendi, H. Y. (2019). The impact of digital learning module in improving students’ problem-solving skills. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 08(April), 11–22. https://doi.org/10.24042/jipfalbiruni.v8i1.3150

Murphy, C., Smith, G., & Broderick, N. (2019). A starting point : Provide children opportunities to engage with scientific inquiry and nature of science. Research in Science Education. https://doi.org/https://doi.org/10.1007/s11165-019-9825-0 A

NGSS. (2013). Next generation science standards: for states, by states (Volume 1:).

Odegaard, M., Haug, B., Mork, S., & Ove, G. (2015). Budding science and literacy . a classroom video study of the challenges and support in an integrated inquiry and literacy teaching model. Procedia-Social and Behavioral Sciences, 167(1877), 274–278. https://doi.org/10.1016/j.sbspro.2014.12.674

Opitz, A., Heene, M., & Fischer, F. (2017). Measuring scientific reasoning–a review of test instruments. Educational Research and Evaluation, 23(3–4), 78–101. https://doi.org/10.1080/13803611.2017.1338586

Plonsky, L. (2018). Eta- and partial eta-squared in L2 research : A cautionary review and guide to more appropriate usage Reza Norouzian. Second Language Reseacrh, 34(2), 257–271. https://doi.org/10.1177/0267658316684904

Prihmardoyo, W., Sajidan, S., & Maridi. (2017). Effectiveness of Guided-Inquiry laboratory-based module and indicator of analytical thinking skills in the matter of respiratory system in senior high school. Advances in Social Science, Education and Humanities Research (ASSEHR), Volume 158 International Conference on Teacher Training and Education 2017 (ICTTE 2017), 158(ICTTE), 803–813.

Ratnasari, D., Sukarmin, S., Suparmi, S., & Harjunowibowo, D. (2018). Analysis of science process skills of summative test items in physics of grade X in Surakarta. Jurnal Pendidikan IPA Indonesia, 7(1), 41–47. https://doi.org/10.15294/jpii.v7i1.10439

Ristanto, R. H., Zubaidah, S., Malang, U. N., Amin, M., & Rohman, F. (2017). Scientific literacy of students learned through Guided-Inquiry. International Journal of Research & Review, 4(5), 23–30.

Ronnebeck, S. (2016). Searching for a common ground - a literature review of empirical reseach on scientific inquiry activities. Studies in Science Education, 52(2), 161–197. https://doi.org/10.1080/03057267.2016.1206351

Saefullah, A., Samanhudi, U., Nulhakim, L., Berlian, L., Rakhmawan, A., Rohimah, B., … Kingdom, U. (2017). Efforts to improve scientific literacy of students through Guided-Inquiry learning based on local wisdom o f baduy ‟ s society. Jurnal Penelitian dan Pembelajaran IPA, 3(2), 84–91.

Serrat, M. A., Dom, A. M., Jr, J. T. B., Williams, A. R., Efaw, M. L., Richardson, L. L., … Virginia, W. (2014). Performance and understanding of anatomy. Anat Sci Educ, 416(October), 406–416. https://doi.org/10.1002/ase.1438

Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54. https://doi.org/10.15294/jpii.v6i1.9595

Sri, B., Sari, K., Jufri, A. W., Santoso, D., Studi, P., Pendidikan, M., & Mataram, P. U. (2019). Jurnal penelitian pendidikan IPA pengembangan bahan ajar IPA berbasis inkuiri terbimbing untuk meningkatkan literasi sains. Jurnal Penelitian Pendidikan IPA, 5(2), 219–227. https://doi.org/10.29303/jppipa.v5i2.279

Twiningsih, A. (2019). The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 117–126.

Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education students’ chemistry laboratory attitudes, anxiety and achievement. Journal Education and Training Studies, 4(4), 217–227. https://doi.org/10.11114/jets.v4i4.1395

Wang, J., Guo, D., & Jou, M. (2015). A study on the effects of model-based inquiry pedagogy on students’ inquiry skills in a virtual physics lab. Computer in Human Behavior. https://doi.org/10.1016/j.chb.2015.01.043

Wenning, C. J. (2011). Experimental inquiry in introductory physics courses. Journal Physics Teacher Education, 6(2), 2–8.




DOI: https://doi.org/10.24042/jipfalbiruni.v9i2.4562

Article Metrics

Abstract views : 351 | PDF downloads : 174

Refbacks

  • There are currently no refbacks.


Creative Commons License

Jurnal ilmiah pendidikan fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Physics Education Department, Universitas Islam Negeri Raden Intan Lampunge-ISSN 2503-023X