Effectiveness of the Constructivist Approach (Guided Inquiry) in Chemistry Learning: A Systematic Review

Pahriah Pahriah, Putu Budi Adnyana, I Putu Wisna Ariawan, I Gede Astra Wesnawa

Abstract


This study aims to identify the effectiveness of the Guided Inquiry approach in enhancing critical thinking skills, learning motivation, conceptual understanding, and student learning outcomes in chemistry education. Utilizing the Systematic Literature Review (SLR) method, this research reviews various relevant studies from international and national databases such as Scopus, ERIC, and SINTA, employing focused keywords. The analyzed articles were selected based on inclusion criteria that encompassed topic relevance and the availability of empirical data, resulting in 27 final articles for further analysis. The qualitative analysis results indicate that Guided Inquiry not only improves students' conceptual understanding of chemistry concepts but also strengthens critical thinking skills and learning motivation. Quantitative findings demonstrate a pattern of increased effectiveness across various educational levels, with more significant results observed at the secondary education level compared to higher education. Several factors, such as the role of teacher facilitation and student readiness, were also identified as important influences on the success of this approach. This study recommends the integration of the Guided Inquiry approach into the chemistry education curriculum, accompanied by the development of technology-based modules and continuous training for educators, to maximize the potential for constructive learning.


Keywords


effectiveness; constructivist approach; guided inquiry; chemistry learning; a systematic review

Full Text:

PDF

References


Afifah, U. N., & Azizah, U. (2021). Implementation of guided inquiry based on blended learning to improve students’ metacognitive skills in reaction rate. IJCER (International Journal of Chemistry Education Research), 1-11. https://doi.org/10.20885/ijcer.vol5.iss1.art1

Aidoo, B., Anthony-Krueger, C., Gyampoh, A., Tsyawo, N., & Quansah, F. (2022). A mixed-method approach to investigate the effect of flipped inquiry-based learning on chemistry students learning. European Journal of Science and Mathematics Education, 10(4), 507-518. https://doi.org/10.30935/scimath/12339

Al Mamun, M. A., & Lawrie, G. (2023). Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules. Smart learning environments, 10(1), 1. https://doi.org/10.1186/s40561-022-00221-x

Alghamdi, A. K., & Alanazi, F. H. (2020). Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 16(12). https://doi.org/10.29333/ejmste/9278

Asni, A., Wildan, W., & Hadisaputra, S. (2020). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar kimia siswa materi pokok hidrokarbon. Chemistry Education Practice, 3(1), 17-22. https://doi.org/10.29303/cep.v3i1.1450

Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science education, 94(4), 577-616. https://doi.org/10.1002/sce.20390

Cheung, D. (2011). Teacher beliefs about implementing guided-inquiry laboratory experiments for secondary school chemistry. Journal of Chemical Education, 88(11), 1462-1468. https://doi.org/10.1021/ed1008409

Cresswell, S. and Loughlin, W. (2017). A case-based scenario with interdisciplinary guided-inquiry in chemistry and biology: experiences of first year forensic science students. Journal of Chemical Education, 94(8), 1074-1082. https://doi.org/10.1021/acs.jchemed.6b00827

Denton, N. L., & Kulesza, A. E. (2024). Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences. Medical Science Educator, 1-10. https://doi.org/10.1007/s40670-024-02014-y

Erenler, S., Cetin, P. S., & Eymur, G. (2024). Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education. Science & Education, 1-31. https://doi.org/10.1007/s11191-024-00512-4

Ferreira, D., Sentanin, F., Parra, K., Bonini, V., Castro, M., & Kasseboehmer, A. (2021). Implementation of inquiry-based science in the classroom and its repercussion on the motivation to learn chemistry. Journal of Chemical Education, 99(2), 578-591. https://doi.org/10.1021/acs.jchemed.1c00287

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of educational research, 82(3), 300-329. https://doi.org/10.3102/0034654312457206

Gupta, T., Burke, K., Mehta, A., & Greenbowe, T. (2014). Impact of guided-inquiry-based instruction with a writing and reflection emphasis on chemistry students’ critical thinking abilities. Journal of Chemical Education, 92(1), 32-38. https://doi.org/10.1021/ed500059r

Hariani, N. R., Nuswowati, M., & Winarno, W. (2020). Pengaruh penerapan model inkuiri terbimbing berbantuan e-modul terhadap pemahaman konsep hidrolisis garam. Jurnal Inovasi Pendidikan Kimia, 14(1), 2561-2571.

Ibad, E. (2018). The effect of inquiry based chemistry laboratory on critical thinking. Journal of International Scientific Researches. https://doi.org/10.21733/ibad.423570

Ischak, N. I., Odja, E. A., La Kilo, J., & La Kilo, A. (2020). Pengaruh Keterampilan Proses Sains Melalui Model Inkuiri Terbimbing terhadap Hasil Belajar Siswa pada Materi Larutan Asam Basa. Hydrogen: Jurnal Kependidikan Kimia, 8(2), 58-66. https://doi.org/10.33394/hjkk.v8i2.2748

Juniar, A., & Sianipar, I. A. (2022). The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material. Jurnal Pendidikan Kimia, 14(2), 79-84. https://doi.10.24114/jpkim.v14i2.34553

Kendall, K. D., & Schussler, E. E. (2013). Evolving impressions: Undergraduate perceptions of graduate teaching assistants and faculty members over a semester. CBE—Life Sciences Education, 12(1), 92-105. https://doi.org/10.1187/cbe.12-07-0110

Laliyo, L. A., Kau, M., La Kilo, J., La Kilo, A., & No, J. J. S. (2020). Kemampuan siswa memecahkan masalah hukum-hukum dasar kimia melalui pembelajaran inkuiri terbimbing. Ar-Razi Jurnal Ilmiah, 8(1), 1-8. http://dx.doi.org/10.29406/ar-r.v8i1.1875

Laredo, T. (2013). Changing the first-year chemistry laboratory manual to implement a problem-based approach that improves student engagement. Journal of Chemical Education, 90(9), 1151-1154. https://doi.org/10.1021/ed300313m

Li, X., Zhang, Y., Yu, F., Zhang, X., Zhao, X., & Pi, Z. (2024). Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1. https://doi.org/10.1186/s43031-023-00089-y

Mistry, N. and Shahid, N. (2021). Design and delivery of virtual inquiry-based organic chemistry experiments. Journal of Chemical Education, 98(9), 2952-2958. https://doi.org/10.1021/acs.jchemed.1c00571

Muhali, M., Asy’ari, M., & Sukaisih, R. (2021). Model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual untuk meningkatkan pemahaman konsep dan keterampilan metakognitif siswa. Empiricism Journal, 2(2), 73-84. https://doi.org/10.36312/ej.v2i2.594

Muhali, M., Talib, M. A., & Merdiana, D. (2021). Guided inquiry model with virtual laboratory to enhance students’ conceptual understanding and metacognitive skills. Jurnal Pendidikan Kimia, 13(1), 38-44. https://doi.org/10.29407/jpk.v13i1.18571

Nicol, C. B., Gakuba, E., & Habinshuti, G. (2022). Effects of Inquiry-Based Chemistry Experimentation on Students' Attitudes towards the Teaching and Learning of Chemistry. Journal of Baltic Science Education, 21(4), 663-679. https://doi.org/10.33225/jbse/22.21.663

Papalazarou, N., Lefkos, I., & Fachantidis, N. (2024). The Effect of Physical and Virtual Inquiry-Based Experiments on Students’ Attitudes and Learning. Journal of Science Education and Technology, 33(3), 349-364. https://doi.org/10.1007/s10956-023-10088-3

Paramita, A. K., Yahmin, Y., & Dasna, I. W. (2021). Pembelajaran inkuiri terbimbing dengan pendekatan stem (science, technology, engineering, mathematics) untuk pemahaman konsep dan keterampilan argumentasi siswa SMA pada materi laju reaksi (Doctoral dissertation, State University of Malang). https://doi.10.17977/jptpp.v5i11.14189

Prapti Utami, R., & Rohaeti, E. (2019). Students' Concept Understanding in Chemistry Learning Using Macromedia Flash Based Inquiry Learning. Online Submission, 10(3), 1-12.

Prasetya, C. (2023). The implementation of the guided inquiry model in basic chemistry courses. Journal of Educational Chemistry (Jec), 5(1), 27-34. https://doi.org/10.21580/jec.2023.5.1.16132

Pratiwi, I., Ismanisa, I., & Nugraha, A. (2019). Development of guided inquiry based modules to improve learning outcomes and metacognition skills of student. Jurnal Pendidikan Kimia, 11(2), 49-56. https://doi.org/10.24114/jpkim.v11i2.14462

Pratiwi, I., Sari, R. R., & Utami, I. (2019). The effectiveness of guided inquiry-based module on improving students’ learning outcomes and metacognition skills. Jurnal Pendidikan Kimia, 11(1), 35-42. https://doi.org/10.29407/jpk.v11i1.19474

Ramdoniati, N. (2020). Pengaruh Model Inkuiri Terbimbing Dengan Pendekatan Kontekstual Terhadap Keterampilan Proses Sains Dan Hasil Belajar Siswa. NUSANTARA, 2(3), 520-529.

RibiÄ, L., Devetak, I., & Vinko, L. (2024). Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students. Center for Educational Policy Studies Journal, 14(1), 143-169. https://doi.org/10.26529/cepsj.1706

Saija, M., & Beay, L. (2022). LKM berbasis inkuiri terbimbing untuk meningkatkan pemahaman konseptual dan motivasi belajar kimia. Jambura Journal of Educational Chemistry, 4(1), 1-7. https://doi.org/10.34312/jjec.v4i1.13492

Saija, M., & Beay, L. (2022). The effectiveness of guided inquiry-based student worksheets in improving students’ conceptual understanding and motivation. International Journal of Science and Mathematics Education, 20(5), 839-856. https://doi.org/10.1007/s10763-021-10265-5

Şen, Ş., Yılmaz, A., & Geban, Ö. (2015). The effects of process oriented guided inquiry learning environment on students' self-regulated learning skills. Problems of Education in the 21st Century, 66(1), 54-66. https://doi.org/10.33225/pec/15.66.54

Sofha, A. (2022). Practical student worksheets based on guided inquiry to develop students’ science process skills. Journal of Education and Learning, 16(2), 186-195. https://doi.org/10.5539/jel.v16n2p186

Twizeyimana, E., Shyiramunda, T., Dufitumukiza, B., & Niyitegeka, G. (2024). Teaching and learning science as inquiry: an outlook of teachers in science education. SN Social Sciences, 4(2), 40. https://doi.org/10.1007/s43545-024-00846-4

Umar, S., & Limatahu, N. A. (2021). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Siswa Kelas X Sma Negeri 37 Halmahera Selatan Pada Materi Hukum Dasar Kimia. Jurnal Pendidikan Kimia Unkhair (JPKU), 1(2). https://doi.org/10.33387/jpku.v1i2.5095

Utami, S., & Sundari, S. (2019). The impact of inquiry-based learning on students’ achievement in chemistry. Jurnal Pendidikan Kimia, 11(2), 126-132. https://doi.org/10.29407/jpk.v11i2.22488

Vilardo, D., MacKenzie, A., & Yezierski, E. (2016). Using students’ conceptions of air to evaluate a guided-inquiry activity classifying matter using particulate models. Journal of Chemical Education, 94(2), 206-210. https://doi.org/10.1021/acs.jchemed.5b01011

Wardani, S., Nurhayati, S., & Safitri, A. (2016). The Effectiveness of the Guided Inquiry Learning Module towards Students’ Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594. https://doi.org/10.21275/v5i6.nov164512




DOI: https://doi.org/10.33394/hjkk.v12i5.13353

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.