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Journal Jurnal Ilmiah PeuradeunJurnal Ilmiah Peuradeun Abstract

This study investigates the effectiveness of open-ended and guided inquiry-based learning modules in enhancing Science Process Skills (SPS) among pre-service science teachers in Indonesia. The study responds to the limited research on student teachers mastery of SPS during the implementation of the Independent Curriculum in Indonesia. A quasi-experimental non-equivalent pretest-posttest control group design was employed involving 204 pre-service teachers enrolled in Environmental Education courses, distributed across open-ended inquiry, guided inquiry, and conventional learning groups. Data were analyzed using two-way ANOVA and factorial MANOVA (3×2), considering gender and study program (Biology and Physics) as moderating variables. The results reveal statistically significant improvements in SPS for both inquiry-based groups compared to the conventional group (p < 0.001). Gender-based differences were also observed: female participants outperformed males in the guided inquiry group, while males performed better in the open-ended group. In addition, no significant differences were found between study programs. The findings underscore the potential of inquiry-based learning modules to foster key scientific competencies and suggest that gender-responsive strategies may further optimize student understanding of SPSs. This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts.

Conclusion

The study was carried out to determine the pre-service teachers mastery of SPS by class, gender, and study program, who were taught using open-ended and inquiry modules and taught conventionally.After analyzing and discussing the findings, it can be concluded that SPS, including observation, hypothesis, design experiment, and the application of the concepts, among pre-service teachers enrolled in two programs, Physics and Biology, as well as to analyze differences by gender.The findings indicate a significant difference in SPS mastery based on gender, but not between the study programs.Student teachers studying Biology and Physics who used an inquiry module demonstrated an improvement in SPS mastery.The results suggest that open-ended and guided inquiry modules effectively enhance Pre-service teachers mastery of SPS.Overall, in inquiry-based learning is more effective than conventional teaching methods for improving mastery of SPS among Pre-service teachers.

Future Research

Berdasarkan temuan penelitian ini, beberapa saran penelitian lanjutan dapat diajukan untuk memperkaya pemahaman tentang pengembangan keterampilan proses sains (SPS) pada calon guru. Pertama, penelitian lebih lanjut dapat dilakukan untuk menginvestigasi efektivitas berbagai strategi pembelajaran yang responsif terhadap gender dalam meningkatkan SPS. Hal ini dapat mencakup eksplorasi metode pengajaran yang disesuaikan dengan gaya belajar dan kebutuhan unik siswa laki-laki dan perempuan. Kedua, penelitian dapat difokuskan pada pengembangan model pembelajaran yang mengintegrasikan teknologi digital untuk mendukung pembelajaran berbasis inkuiri. Pemanfaatan simulasi, virtual reality, dan platform pembelajaran interaktif dapat meningkatkan keterlibatan siswa dan memfasilitasi pemahaman konsep sains yang lebih mendalam. Ketiga, penelitian dapat mengeksplorasi peran konteks lokal dan budaya dalam pembelajaran sains. Mengintegrasikan isu-isu lingkungan dan pengetahuan tradisional ke dalam kurikulum dapat meningkatkan relevansi pembelajaran dan memotivasi siswa untuk terlibat aktif dalam pemecahan masalah sains yang kontekstual.

References

1. One moment, please.... moment please wait request verified doi.org/10.55927/jeda.v1i3.1837One moment please moment please wait request verified doi 10 55927 jeda v1i3 1837
2. The impact of an online inquiry-based learning environment addressing misconceptions on students'... doi.org/10.1186/s40561-023-00236-yThe impact of an online inquiry based learning environment addressing misconceptions on students doi 10 1186 s40561 023 00236 y
3. Full article: Authentic insights into science: scientific videos used in out-of-school learning environments.... tandfonline.com/doi/full/10.1080/09500693.2021.1891321Full article Authentic insights into science scientific videos used in out of school learning environments tandfonline doi full 10 1080 09500693 2021 1891321

Subjects

1. #pembelajaran interaktif#pembelajaran interaktif
2. #critical thinking#critical thinking

Metadata

File size	468.46 KB
Pages	30
Short Link	https://juris.id/p-bX
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