The Effect of Inquiry-based Science Learning on Students Level of Thinking
Insar Damopolii, Elya Nusantari, Daniel Dian Kristianto, Jan Hendriek Nunaki, Novri Youla Kandowangko
1Departemen Pendidikan Biologi, Universitas Papua, Jl. Gunung Salju Amban, Manokwari 98314, Indonesia
2Departemen Biologi, Universitas Negeri Gorontalo, Jl. Jend. Sudirman No 6, Gorontalo 96128, Indonesia
Abstract
Student thinking in biology lessons has become the main focus of several recent studies. The research aims to reveal: (1) Differences in student level of thinking before and after the implementation of inquiry-based science learning; (2) Differences in student level of thinking before and after the application of conventional learning; and (3) differences in student level of thinking between students taught by inquiry science learning and conventional learning. Samples were 60 students in class X IPA SMA Negeri 2 Fakfak, West Papua. A total of 30 students in the experimental group, and 30 students in the control group. Data were collected using 9 items of students thinking ability test. To measure the thinking level of students, rubric 5 levels of SOLO Taxonomy are used. Data analysis were used Wilcoxon test and Mann Whitney Test. The results of the analysis show that 29 students experienced an increase and 1 student remained at the level of thinking in inquiry-based science learning class (p <0.05), 13 students experienced an increase and 17 students remained at the level of thinking in the conventional learning class (p <0.05), and students who taught inquiry science learning has a better level of thinking compared to students in conventional learning (p, 0.05). We conclude that inquiry science learning has a better effect on the level of thinking of students than conventional learning. going forward, to improve students thinking skills, teachers can use inquiry science learning
Keywords: Inquiry science learning, level of thinking, SOLO Taxonomy, Learning
Topic: BIOLOGY EDUCATION