Predicting Conceptual Understanding, Inquiry Science Skills, and Self-efficacy Secondary School Students Through Authentic Science Guided-Inquiry Experience (asGIe)
Dhidi Erwanto
Universitas Sembilanbelas November (USN) Kolaka
Sulawesi Tenggara, Indonesia
Abstract
Designing the learning environment to engage the learners investigated the phenomena in daily lives through connected science school and authentic science denoted to help the learners to construct their knowledge, induce the inquiry science skills, and self-efficacy. The authentic science guided-inquiry experience (asGIe) elevates the learners in inquiry activities, to support them not only to think and act like the scientist but also to learn and apply core scientific concepts and skills. The purpose of this quantitative research was to diagnose students conceptual understanding, inquiry science skills, and self-efficacy by means of promoting the asGIe model. This research is quasi-experimental, post-test only control group design, and the data was analyzed by MANOVA. The participants of this research were 72 students of SMAN 1 Kolaka which divided into two classes, experimental and control groups. The result showed that there are significant differences on conceptual understanding, inquiry science skills and their self-efficacy which taught by asGIe and verification laboratory. In asGie class, the learners feel more enthusiastic to generate and answer question, generate relevant hypothesis, design and conducting investigation, gathering and communicating evidence, nevertheless the collaborative with their peers must be developed through relationships and group participation. In general, asGIe can be utilized to escalate the learners contextual learning experiences which allow them to be immersed in the culture of inquiry science.
Keywords: conceptual understanding; inquiry science skills; self-efficacy; guided inquiry; authentic science experience
Topic: Education