Effectiveness of Inquiry Learning to Empowering Science Process Skills: Case Study of Junior School Pre-Service Teacher
- Patonah Siti, Nuvitalia Duwi, Saptaningrum Ernawati, Wuryandini Endang
- Corresponding Author
- Patonah Siti
Available Online January 2019.
- https://doi.org/10.2991/icesre-18.2019.11How to use a DOI?
- effectiveness, inquiry learning,empowering, science process skills, Pre-Services Teacher
- Mastery of science process skills through inquiry learning in students is needed as a provision in the future. The purpose of this study was to determine the feasibility of inquiry learning in empowering science process skills in junior high school students. This research method is Research and Development (R & D), which at this level is included in the feasibility test. There were 4 prospective science teachers, 4 accompanying teachers and 296 students taken randomly in 3 Kendal Regencies, Semarang Regency and Demak Regency. Semarang Central Java. Using the effect size method to show the difference between the experimental class and the control class. Effect size in this study is 1.5 for the four results of the study. Findings from this research inquiry learning can empower science process skills. Whereas the overall scientific process skills that are dominant are observing and measuring while the not optimal is concluding and predicting. This finding is recommended to be a reference for education observers in applying inquiry learning to junior high school students.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Patonah Siti AU - Nuvitalia Duwi AU - Saptaningrum Ernawati AU - Wuryandini Endang PY - 2019/01 DA - 2019/01 TI - Effectiveness of Inquiry Learning to Empowering Science Process Skills: Case Study of Junior School Pre-Service Teacher BT - 1st International Conference on Education and Social Science Research (ICESRE 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/icesre-18.2019.11 DO - https://doi.org/10.2991/icesre-18.2019.11 ID - Siti2019/01 ER -