Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

I Gede Margunayasa; Nyoman Dantes; . A. I. N. Marhaeni; I Wayan Suastra

doi:10.23887/jisd.v5i4.40388

Authors

I Gede Margunayasa Universitas Pendidikan Ganesha
Nyoman Dantes Universitas Pendidikan Ganesha
. A. I. N. Marhaeni Universitas Pendidikan Ganesha
I Wayan Suastra Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/jisd.v5i4.40388

Keywords:

Guided Inquiry, Misconception

Abstract

Some students have a conception of the concepts before they attend school lessons. It is because students are interested in the learning material delivered by the teacher. This study aimed to analyze the effect of the guided inquiry learning model on the misconceptions of fifth graders in elementary schools. This type of research is quasi-experimental research. The population of this study amounted to 43 students in elementary schools. The research sample was selected using multistage random sampling. The instrument used to collect data is a questionnaire. The technique used to collect data is descriptive qualitative, and quantitative. The study results showed significant differences in students' misconceptions between groups of students who were taught with guided inquiry learning and conventional learning (F = 7,447; p<0,05). Misconceptions in students who learn with guided inquiry learning are lower than students who learn with conventional learning. This research implies that guided inquiry learning can be used by teachers in learning to overcome misconceptions in students.

Author Biography

I Gede Margunayasa, Universitas Pendidikan Ganesha

Program Studi PGSD

References

Adi, Y. K., & Oktaviani, N. M. (2019). Faktor-Faktor Penyebab Miskonsepsi Siswa SD pada Materi Life Processes and Living Things. Profesi Pendidikan Dasar, 6(1). https://doi.org/10.23917/ppd.v6i1.7988. DOI: https://doi.org/10.23917/ppd.v6i1.7988

Agung, I. (2016). Penerapan Sistem Neuro Associative Conditioning (NAC) pada Guru sebagai Upaya Meningkatkan Mutu Pendidikan. Jurnal Pendidikan Dan Kebudayaan, 19(2). https://doi.org/10.24832/jpnk.v19i2.287. DOI: https://doi.org/10.24832/jpnk.v19i2.287

Angela, T. (2014). Challenges to Meaningful Learning in Social Studies – The Key Competences as an Opportunity to Students’ Active Participation. Procedia - Social and Behavioral Sciences, 128, 192–197. https://doi.org/10.1016/j.sbspro.2014.03.142. DOI: https://doi.org/10.1016/j.sbspro.2014.03.142

Anjelina, Y., & Mawardi, M. (2021). Validity of Flipped Classroom Based on Guided Inquiry in Chemical Bonding Materials Using Edmodo. International Journal of Progressive Sciences and Technologies, 27(1), 29–34. https://doi.org/10.52155/ijpsat.v27.1.3023.

Arantika, J., Saputro, S., & Mulayani, S. (2019). Effectiveness of guided inquiry-based module to improve science process skills Effectiveness of guided inquiry-based module to improve science process skills. International Conference on Mathematics and Science Education, 0–6. https://doi.org/10.1088/1742-6596/1157/4/042019. DOI: https://doi.org/10.1088/1742-6596/1157/4/042019

Ari Astuti, E., 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. DOI: https://doi.org/10.11591/edulearn.v13i4.12397

Athanases, S. Z., Sanchez, S. L., & Martin, L. M. (2020). Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion. Teaching and Teacher Education, 88, 102970. https://doi.org/10.1016/j.tate.2019.102970. DOI: https://doi.org/10.1016/j.tate.2019.102970

Bdiwi, R., de Runz, C., Faiz, S., & Cherif, A. A. (2019). Smart learning environment: Teacher’s role in assessing classroom attention. Research in Learning Technology, 27, 1–14. https://doi.org/10.25304/rlt.v27.2072. DOI: https://doi.org/10.25304/rlt.v27.2072

Bressington, D. T., Wong, W. kit, Lam, K. K. C., & Chien, W. T. (2018). Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse Education Today, 60(February 2017), 47–55. https://doi.org/10.1016/j.nedt.2017.09.019. DOI: https://doi.org/10.1016/j.nedt.2017.09.019

Brown, C., Poortman, C., Gray, H., Ophoff, J. G., & Wharf, M. M. (2021). Facilitating collaborative reflective inquiry amongst teachers: What do we currently know? International Journal of Educational Research, 105. https://doi.org/10.1016/j.ijer.2020.101695. DOI: https://doi.org/10.1016/j.ijer.2020.101695

Carlucy, Suadnyana, & Negara. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media Konkret Terhadap Kompetensi Pengetahuan IPA. Mimbar Ilmu Undiksha, 23(2), 162–169. https://doi.org/10.23887/mi.v23i2.16416. DOI: https://doi.org/10.23887/mi.v23i2.16416

Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y. DOI: https://doi.org/10.1007/s40692-016-0069-y

Clay, V., König, P., Kühnberger, K.-U., & Pipa, G. (2021). Learning sparse and meaningful representations through embodiment. Neural Networks, 134. https://doi.org/10.1016/j.neunet.2020.11.004. DOI: https://doi.org/10.1016/j.neunet.2020.11.004

Cooper, V. A., Forino, G., Kanjanabootra, S., & Meding, J. von. (2020). Leveraging the community of inquiry framework to support web-based simulations in disaster studies. The Internet and Higher Education, 47. https://doi.org/10.1016/j.iheduc.2020.100757. DOI: https://doi.org/10.1016/j.iheduc.2020.100757

Dede Trie Kurniawan, & Maryanti, S. (2018). Analysis of Math Teacher Candidates’ Misconception on the Dynamic Electricity Concept. Scientiae Educatia: Jurnal Pendidikan Sains, 7(1). https://doi.org/10.24235/sc.educatia.v7i1.2481. DOI: https://doi.org/10.24235/sc.educatia.v7i1.2481

Ertikanto, C., Herpratiwi, Yunarti, T., & Saputra, A. (2017). Development and evaluation of a model-supported scientific inquiry training program for elementary teachers in Indonesia. International Journal of Instruction, 10(3). https://doi.org/10.12973/iji.2017.1037a. DOI: https://doi.org/10.12973/iji.2017.1037a

Fajarianingtyas, D. A., & Yuniastri, R. (2015). Upaya reduksi miskonsepsi siswa pada konsep reaksi redoks melalui model guided inquiry di SMA Negeri I Sumenep. Jurnal Lentera Sains (Lensa), 5(1). https://doi.org/10.24929/lensa.v5i2.248. DOI: https://doi.org/10.24929/lensa.v5i2.248

Febriana, M., ’ari, H. A. A., Subali, B., & Rusilowati, A. (2018). Penerapan model pembelajaran Inquiry Pictorial Riddle untuk meningkatkan keaktifan siswa. (JPFK), Jurnal Pendidikan Fisika Dan Keilmuan, 4(1). https://doi.org/10.25273/jpfk.v4i1.1879. DOI: https://doi.org/10.25273/jpfk.v4i1.1879

Fitriyati, I., & Munzil, M. (2017). Penerapan Strategi Pembelajaran Inkuiri Terbimbing Berbantuan Media Untuk Meningkatkan Keterampilan Berpikir Ilmiah Siswa Pada Pembelajaran IPA SMP. Jurnal Penelitian Pendidikan IPA. https://doi.org/10.26740/jppipa.v1n1.p1-6. DOI: https://doi.org/10.26740/jppipa.v1n1.p1-6

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. https://doi.org/10.21831/cp.v38i2.23345. DOI: https://doi.org/10.21831/cp.v38i2.23345

Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Phys. Educ, 34(5). DOI: https://doi.org/10.1088/0031-9120/34/5/304

Husnaini, S. ., & 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(101019), 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.15.010119

Hwang, G. J., Wang, S. Y., & Lai, C. L. (2020). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers and Education, 160, 104031. https://doi.org/10.1016/j.compedu.2020.104031. DOI: https://doi.org/10.1016/j.compedu.2020.104031

Kohar, S., Jatmiko, B., & Raharjo, R. (2017). Pengembangan perangkat pembelajaran berbasis inkuiri terbimbing menggunakan simulasi PhET untuk mereduksi miskonsepsi siswa. JPPS (Jurnal Penelitian Pendidikan Sains), 6(2). https://doi.org/10.26740/jpps.v6n2.p1289-1301. DOI: https://doi.org/10.26740/jpps.v6n2.p1289-1301

Kuala, S. (2020). Implementation of Technology-based Guided Inquiry to Improve TPACK among Prospective Biology Teachers. International Journal of Instruction, 13(2), 33–44. https://doi.org/10.29333/iji.2020.1323a. DOI: https://doi.org/10.29333/iji.2020.1323a

Kusumah, R. G. T., Walid, A., Pitaloka, S., Dewi, P. S., & Agustriana, N. (2020). Penerapan Metode Inquiry Untuk Meningkatkan Hasil Belajar Materi Penggolongan Hewan Di Kelas IV SD Seluma. Jurnal Pendidikan Matematika Dan IPA, 11(1), 142–153. https://doi.org/10.26418/jpmipa.v11i1.34708. DOI: https://doi.org/10.26418/jpmipa.v11i1.34708

Laksana, D. N. L., Dasna, I. W., & Degeng, I. N. S. (2019). The effects of inquiry-based learning and learning styles on primary school students’ conceptual understanding in multimedia learning environment. Journal of Baltic Science Education, 1(1). https://doi.org/10.33225/jbse/19.18.51. DOI: https://doi.org/10.33225/jbse/19.18.51

Leonard, N. C., & Nwanekezi, A. U. (2018). Effects of Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy on Chemistry Students’ Performance in Imo State. European Scientific Journal, ESJ, 14(25), 54–62. https://doi.org/10.19044/esj.2018.v14n25p54. DOI: https://doi.org/10.19044/esj.2018.v14n25p54

Li, F.-Y., Hwang, G.-J., Chen, P.-Y., & Lin, Y.-J. (2021). Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education, 24. https://doi.org/10.1016/j.compedu.2021.104293. DOI: https://doi.org/10.1016/j.compedu.2021.104293

Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2020). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration and Leadership, 1–24. https://doi.org/10.1177/1741143220910438. DOI: https://doi.org/10.1177/1741143220910438

Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737–750. https://doi.org/10.29333/iji.2019.12147a. DOI: https://doi.org/10.29333/iji.2019.12147a

Meriana, T., Angelius Domes, A., -, Y., & Sihotang, H. (2021). The Impact of the Covid-19 Pandemic on Students Behaviour During Online Learning at Pelangi Kasih Elementary School in Jakarta. Advances in Social Sciences Research Journal, 8(4), 594–604. https://doi.org/10.14738/assrj.84.10112. DOI: https://doi.org/10.14738/assrj.84.10112

Muliani, N. K. D., & Wibawa, I. M. C. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Video Terhadap Hasil Belajar IPA. Jurnal Ilmiah Sekolah Dasar, 3(1), 107–114. https://doi.org/10.31539/spej.v2i1.333. DOI: https://doi.org/10.23887/jisd.v3i1.17664

Mursalin. (2014). Meminimalkan Miskonsepsi Pada Materi Rangkaian Listrik Dengan Pembelajaran Predict-Observe-Explain. Jurnal Ilmu Pendidikan, 20(1). https://doi.org/10.17977/jip.v20i1.4383.

Mustika, A. A., Hala, Y., & Arsal, A. F. (2015). Identifikasi Miskonsepsi Mahasiswa Biologi Universitas Negeri Makassar pada Konsep Genetika dengan Metode CRI. Sainsmat, 3(2). https://doi.org/10.35580/sainsmat3211192014.

Negor, R. A., Hidayah, H., Subali, B., & Rusilowati, A. (2018). Upaya Membangun Ketrampilan Berpikir Kritis Menggunakan Peta Konsep Untuk Mereduksi Miskonsepsi Fisika. JP (Jurnal Pendidikan), 3(1). https://doi.org/10.26740/jp.v3n1.p45-51. DOI: https://doi.org/10.26740/jp.v3n1.p45-51

Nurlaily, V. A., Soegiyanto, H., & Usodo, B. (2019). Elementary school teacher’s obstacles in the implementation of problem-based learning model in mathematics learning. Journal on Mathematics Education, 10(2), 229–238. https://doi.org/10.22342/jme.10.2.5386.229-238. DOI: https://doi.org/10.22342/jme.10.2.5386.229-238

Nurmayani, L., Doyan, A., & Sedijani, P. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Fisika Peserta Didik. Jurnal Penelitian Pendidikan IPA. https://doi.org/10.29303/jppipa.v4i2.113. DOI: https://doi.org/10.29303/jppipa.v4i2.113

Pratiwi, I., Suartama, I. K., & Tegeh, I. M. (2016). Pengembangan E-Learning dengan Model Prototype Berorientasi Model Pembelajaran Inquiry Siswa Kelas VII SMPN 2 Negara. Jurnal Edutech Undiksha, 4, No 2. https://doi.org/10.23887/jeu.v4i2.7615.

Pratono, A., Sumarti, S. S., & Wijayati, N. (2018). Contribution of Assisted Inquiry Model of E-Module to Students Science Process Skill. Journal of Innovative Science Education, 7(1), 62–68. https://doi.org/10.15294/jise.v7i1.20633.

Purwanita, Y., Riyanto, Y., & Suyanto, T. (2019). The Influence of Multimedia Assisted Inquiry Learning Methods on My Heroes Theme of Critical Thinking Skills and Learning Outcomes of Class IV Students ofElementary School. International Journal of Scientific and Research Publications (IJSRP), 9(7), p9169. https://doi.org/10.29322/ijsrp.9.07.2019.p9169. DOI: https://doi.org/10.29322/IJSRP.9.07.2019.p9169

Rosidin, U., Kadaritna, N., & Hasnunidah, N. (2019). Can argument-driven inquiry models have impact on critical thinking skills for students with differentpersonality types? Cakrawala Pendidikan. https://doi.org/10.21831/cp.v38i3.24725. DOI: https://doi.org/10.21831/cp.v38i3.24725

Ruqoyyah, R., Fatkhurrohman, M. A., & Arfiani, Y. (2020). Implementasi Model Inkuiri Terbimbing Berbantuan Pop-up book untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik. JEMS: Jurnal Edukasi Matematika Dan Sains, 8(1), 42–48. https://doi.org/10.25273/jems.v8i1.6166. DOI: https://doi.org/10.25273/jems.v8i1.6166

Sadh, S., Tima, M. T., & Cahyani, V. P. (2017). Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive. International Journal of Science and Applied Science, 1(2). https://doi.org/10.20961/ijsascs.v1i2.5126. DOI: https://doi.org/10.20961/ijsascs.v1i2.5126

Santiasih, N. I., Marhaeni, A. A. I. N., & Tika, I. N. (2013). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Sikap Ilmiah dan Hasil Belajar IPA Siswa Kelas V SD No. 1 Kerobokan Kecamatan Kuta Utara Kabupaten Badung Tahun Pelajaran 2013/2014. Jurnal Pendidikan Dasar Ganesha, 3(1). https://doi.org/10.23887/jet.v3i1.17959 Article Metrics. DOI: https://doi.org/10.23887/jet.v3i1.17959

Shrestha, S., & Jose. (2014). Knowledge and practice of nursing ethics and laws. Journal of Universal Collage of Medical Sciences, 2(3). https://doi.org/10.3126/jucms.v2i3.11825. DOI: https://doi.org/10.3126/jucms.v2i3.11825

Siagian, H., & Simatupang, R. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terintegrasi Animasi Flash Terhadap Hasil Belajar Siswa Pada Materi Pokok Fluida Dinamis. Jurnal Penelitian Bidang Pendidikan, 23(1), 47–54. https://doi.org/10.24114/jpp.v23i1.10000. DOI: https://doi.org/10.24114/jpp.v23i2.10010

Stellmacher, A., Ohlemann, S., Pfetsch, J., & Ittel, A. (2020). Pre-service teacher career choice motivation: A comparison of vocational education and training teachers and comprehensive school teachers in Germany. International Journal for Research in Vocational Education and Training, 7(2), 214–236. https://doi.org/10.13152/IJRVET.7.2.5. DOI: https://doi.org/10.13152/IJRVET.7.2.5

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). https://doi.org/10.1080/09500693.2018.1504346. DOI: https://doi.org/10.1080/09500693.2018.1504346

Suparmi, N. W. (2019). Hasil Belajar Pemahaman Konsep Dan Berpikir Kreatif Siswa Dalam Pembelajaran Inkuiri Bebas Dan Inkuiri Terbimbing. Journal of Education Technology, 2(4), 192. https://doi.org/10.23887/jet.v2i4.16548. DOI: https://doi.org/10.23887/jet.v2i4.16548

Suryantari, N. M. A., Pudjawan, K., & Wibawa, I. M. C. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media Benda Konkret Terhadap Sikap Ilmiah dan Hasil Belajar IPA. International Journal of Elementary Education, 3(3), 316–326. https://doi.org/10.23887/ijee.v3i3.19445. DOI: https://doi.org/10.23887/ijee.v3i3.19445

Tan, C. (2021). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308–321. https://doi.org/10.1108/AEDS-05-2020-0084. DOI: https://doi.org/10.1108/AEDS-05-2020-0084

Taruh, E., Abbas, N., & Umar, M. K. (2019). Studies The Influence Of Blended Learning-Based Guided Inquiry Learning Model And Self Efficacy On Students ’ Scientific Literacy. European Journal Of Education, 1, 137–150. https://doi.org/10.5281/zenodo.3445474.

Wahyuni, R., Hikmawati, H., & Taufik, M. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Metode Eksperimen terhadap Hasil Belajar Fisika Siswa Kelas XI IPA SMAN 2 Mataram Tahun Pelajaran 2016/2017. Jurnal Pendidikan Fisika Dan Teknologi, 2(4). https://doi.org/10.29303/jpft.v2i4.308. DOI: https://doi.org/10.29303/jpft.v2i4.308

Wahyuni, V. A., Surahman, E., & Musthofa, R. F. (2019). Pengaruh Pembelajaran Guided Inquiry Terhadap Kemampuan Berpikir Kritis Dan Retensi Peserta Didik Pada Konsep Sistem Indera Manusia Studi Eksperimen di Kelas XI MIA MAN 1 Tasikmalaya Tahun Ajaran 2017/2018. Bioedusiana, 4(2). https://doi.org/10.34289/292825. DOI: https://doi.org/10.34289/292825

Washington, G. Y. (2019). The Learning Management System Matters in Face-to-Face Higher Education Courses. Journal of Educational Technology Systems, 48(2), 255–275. https://doi.org/10.1177/0047239519874037. DOI: https://doi.org/10.1177/0047239519874037

Widarti, H. R., Permanasari, & Mulyani, S. (2016). Student Misconception On Redox Titration (A Challenge On The Course Implementation Through Cognitive Dissonance Based On The Multiple Representations). Jurnal Pendidikan IPA Indonesia, 5(1). https://doi.org/10.15294/jpii.v5i1.5790.

Witanecahya, S. Z., & Jatmiko, B. (2014). Penerapan Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) untuk Mengurangi Miskonsepsi Siswa Kelas X SMAN 2 Ponorogo pada Pokok Bahasan Perpindahan Panas. Jurnal Inovasi Pendidikan Fisika (JIPF), 3(3).

Yunitasari, I., Widarti, H. R., & Nazriati, N. (2019). Miskonsepsi Asam Basa Berbasis Multipel Representasi pada Lintas Jenjang Pendidikan. Jurnal Pendidikan Teori, Penelitian, Dan Pengembangan, 4(12). https://doi.org/10.17977/jptpp.v4i12.13082. DOI: https://doi.org/10.17977/jptpp.v4i12.13082