European Journal of Education Studies

ISSN: 2501 - 1111

ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu

doi: 10.5281/zenodo.1344846 Volume 4 │ Issue 12 │ 2018

THE EFFECT OF INQUIRY MODEL

ON SCIENCE PROCESS SKILLS AND
LEARNING OUTCOMES

Nadziroh Af’idayanii,
Iswan Setiadi,
Fahmi
Master Program of Natural Science Teacher,
Lambung Mangkurat University,
Banjarmasin, Indonesia

Abstract:
This research is conducted based on the view that IPA is studied not only as a product
but also as a process using inquiry model. The purpose of this study is to determine the
effectiveness of learning outcomes of the inquiry learning model. The research method
used quantitative analysis. The results showed that the inquiry model had a significant
impact on the skills of the science process and the learning outcomes of the learners.

Keywords: inquiry, science process skills, learning outcomes

1. Introduction

A decade ago a constructivist philosophy education began in Indonesia. Constructive

education empowers learners to gain skills and not just focus on gaining knowledge.
Particularly in the subject matter of natural science, this field is studied not only as a
product but also as a process of pliers in it encompassing the activity or process of
actively using the mind in studying natural phenomena through the skill of the process
of science. But the fact of science learning in schools is still centered on the delivery of
learning materials thoroughly. The teacher eventually teaches knowledge quickly and
must be completed according to the curriculum's mandate. This polemic will continue
to exist if teachers do not realize the importance of teaching science process skills. The
use of appropriate science process skills will make it easier for learners to understand
complex and abstract concepts when accompanied by concrete examples (Dimyati and
Mudjiono, 2002). This can be a consideration because when the material is taught in
marathon will make learners just memorize the knowledge (Setiadi and Irhasyuarna,
2017). Memorization is a system that should be avoided, because the purpose of

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 Nadziroh Af’idayani, Iswan Setiadi, Fahmi
THE EFFECT OF INQUIRY MODEL ON SCIENCE PROCESS SKILLS AND LEARNING OUTCOMES

education is not just memorize, but understand well the concepts that underlie the
formation of a knowledge. The right education is to make learners understand science
rather than remember it as an information in memory (Fahmi and Irhasyuarna, 2017).
Learning with the inquiry model provides an opportunity for learners to
discover and investigate the concept of a procedural, systematic, and interconnected
between one concept with another concept. Of course at the level of junior high
students need guidance when exploring a phenomenon to get a concept. This model
will foster intrinsic motives because learners feel satisfied with their own experiences in
their learning. This inquiry study is also very suitable for material that is cognitive, but
requires a lot of time and if less guided and directed will be unclear of the material
being studied (Makmun, 2009). In addition, the application of guided inquiry learning
model can improve learning outcomes of learners (Untajana, 2014). In general, this
study will develop the skills of the science process and the learning outcomes of
learners to a certain level of hope.

2. Methods

The method is divided into two types, namely quantitative research to determine the
effectiveness of learning outcomes and the results of the science process skill of the
inquiry learning model while the qualitative descriptive statistical research is used for
the learner's response. The tools already in school are developed according to the
objectives and needs analysis of the research. The device is designed using a
constructivist perspective with guided inquiry model. The device is validated by 5
expert validators in the field and tested through the development stages.
The population of this research is the students of State Junior High School in
Banjarbaru. The sample of the research class of 25 students consisted of 14 men and 11
women and the control class was 25 students consisted of 12 men and 13 women. Study
time for 8 weeks.
The research design used in this research is pretest-posttest control group. The
population is taken from two different classes and randomly selected. In detail the
research design can be seen in Table 1.

Table 1: Research Design Pretest-Posttest Control Group

Class Pre-Test Treatment Post-Test
Experiment O1 X1 O2
Control O1 X2 O2

The effectiveness of this study is measured through two instruments covering students'
worksheets and learning outcomes that are guided by indicators of each lesson plan.
Data is taken through pretest and posttest result of science process skill and learning
result of learners. The test of learning outcomes and science process skills includes 25
items. Data were then analyzed using SPSS 24.0 program. After measured reliability
using SPSS program, obtained the reliability (coefficient alpha Cronbach) of 0.506 for
the results of science process skills and 0.571 on the test results of learning.

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 Nadziroh Af’idayani, Iswan Setiadi, Fahmi
THE EFFECT OF INQUIRY MODEL ON SCIENCE PROCESS SKILLS AND LEARNING OUTCOMES

3. Results and Discussion

3.1 Effectiveness in the Skills of Science Process

Table 2: Test of Normality of Processing Skills of Science

Kolmogorov-Smirnov Shapiro-Wilk
Factor Statistic df Sig. Statistic df Sig.
Value Experiment .174 25 .049 .899 25 .017
Control .229 25 .002 .866 25 .004

Based on the normality test, the data obtained are not normally distributed. Because the
data is abnormal to be able to use Wilcoxon test as an alternative choice. The Wilcoxon
test is used to determine whether there is an average difference between two paired
samples. The results of the Wilcoxon test on the skills of the scientific process are
presented in Table 3.

Table 3: Wilcoxon Signed Ranks Test on the Skills Process of Science

Posttest – Pretest
Z -4.375
Asymp. Sig. (2-tailed) .000

Based on Wilcoxon test results showed a significant difference between pre-test and
post-test. This indicates that the inquiry model is considered to have an impact on the
development of the science process skills of the learners. Learners initially confused in
solving problems about the skills of the science process, but after the learning model
inquiry so they are able to solve it. This can’t be separated from LKPD filling activity,
where the activity of learners reflects the learning phase of inquiry model which is
formulating the problem, formulating the hypothesis, collecting the data, analyzing the
data and making the conclusion so as to bring up the science process of the students.
Scientific process skills are the thinking skills used to solve problems and formulate
results (Ozgelen, 2012).
In addition, the use of inquiry learning model that involves the stages of inquiry
process can help learners in improving the skills of the science process so as to help
learners in finding concepts that are not just memorizing but also enduring even in the
memories of the students. This is in line with Simsek (2010) and Bekiroglu (2013)
studies which suggest that inquiry-based learning can improve the conceptual
understanding of learners and develop students' learning process skills.

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THE EFFECT OF INQUIRY MODEL ON SCIENCE PROCESS SKILLS AND LEARNING OUTCOMES

3.2 Effectiveness on Test Results Learning

Table 4: Test of Normality on Learning Outcomes

Kolmogorov-Smirnov Shapiro-Wilk
Factor Statistic df Sig. Statistic Df Sig.
Value Experiment .298 25 .000 .790 25 .000
Control .251 25 .000 .799 25 .000

Increasing the value of learning results shows an increase in understanding and

understanding of learners between the class of experiments and control classes
significantly. However, in the normality test showed abnormal data distribution so to
see the effect of data through Wilcoxon test.

Table 5: Wilcoxon Signed Ranks Test on Test Results Learning

Posttest - Pretest
Z -4.409b
Asymp. Sig. (2-tailed) .000

Based on the results of Wilcoxon test p value <0.05 indicates a significant influence of
inquiry model on test results learners. This can be understood as inquiry learning can
improve learning outcomes because the step in inquiry learning encourages learners to
explore and discover for themselves the concept of learning they are learning. This
leads learners to experience a more memorable learning experience so that the concepts
they find themselves are easier for them to remember and understand.
This is in accordance with the theory of constructivism which states that
knowledge is formed not only of the objects alone but also depends on the individual
itself as a subject that captures every object observed. Therefore, knowledge is not static
but dynamic depending on the individual who sees and constructs it (Sanjaya, 2011).
Based on research Schall (2012), states that inquiry-based learning can improve the
cognitive learners. The same thing was also raised by research Koksal (2012) and
Nuangchaleum (2009). In addition, according to Bekiroglu (2013) research results that
inquiry-based learning can improve students' conceptual knowledge skills and science
process skills. Lati et al. (2012) also put forward the same thing in the results of his
research is that inquiry science activity effectively improve learners' learning outcomes.
Similarly, the results of Abdi's (2014) study suggest that learners who are taught with
inquiry-based learning have higher learning outcomes than learners taught through
traditional methods.

4. Conclusion

Inquiry is known as a model that organizes learners into a phenomenon, which in turn
will arise questions, and also acquire knowledge and develop it into a concept.
Researchers and teachers believe this way is able to boost learners' skills in learning, not
only from the perspective of cognitive but also psychomotor and affective. This study

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THE EFFECT OF INQUIRY MODEL ON SCIENCE PROCESS SKILLS AND LEARNING OUTCOMES

proves how improvements occur in learners after receiving inquiry interventions in

their study. Quantitatively, the facts found inquiry model improve the ability of
students' learning process and their learning outcomes.

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