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Enhancing Pre-Service Teachers’ Science Process Skills Through Open-Ended and Guided Inquiry-Based Learning

Jurnal Ilmiah Peuradeun · Vol. 13 No. 2 (2025) · hlm. 1235–1262

DOI
10.26811/peuradeun.v13i2.1174
ISSN
2443-2067, 2338-8617
Terbit
2025-05-30
Penerbit
SCAD Independent
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

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 SPS development under the implementation of the Independent Curriculum. 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 SPS outcomes. This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts.

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  • Universitas Islam Negeri Ar-Raniry
  • Universiti Putra Malaysia
  • Universitas Muhammadiyah Bima
  • Coventry University
  • National University of Malaysia
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Rekan penulisOrganisasiArtikel bersama
Putri RahmiUniversitas Islam Negeri Ar-Raniry8
Khairatul UlyaCoventry University6
Nida JarmitaUniversitas Islam Negeri Ar-Raniry4
Lailatussaadah LailatussaadahUniversitas Islam Negeri Ar-Raniry3
Hilda MazlinaUniversitas Islam Negeri Ar-Raniry3
Dini UswantiUniversitas Islam Negeri Ar-Raniry3
Novi Trina SariUniversitas Islam Negeri Ar-Raniry3
Dara ZulfitaUniversitas Islam Negeri Ar-Raniry3
Cut Rizki MustikaUniversitas Islam Negeri Ar-Raniry2
Nurazidawati Mohamad ArsadNational University of Malaysia2
Wilda RahminaUniversitas Islam Negeri Ar-Raniry2
Najla Desna FhasyaUniversitas Islam Negeri Ar-Raniry2
Putri AgustiaUniversitas Islam Negeri Ar-Raniry2
Nada azizahAfiliasi tidak diketahui2
Nada AzizahUniversitas Islam Negeri Ar-Raniry2
Herawati HerawatiUniversitas Islam Negeri Ar-Raniry2
Fanny FajriaUniversitas Islam Negeri Ar-Raniry2
Che’ Muliana SariUniversitas Islam Negeri Ar-Raniry2
Eva Nauli TaibUniversitas Islam Negeri Ar-Raniry2
Azza AriqaUniversitas Islam Negeri Ar-Raniry2
Heliati FajriahUniversitas Islam Negeri Ar-Raniry2
Riska OvaliaAfiliasi tidak diketahui2
Fakhri YacobUniversitas Islam Negeri Ar-Raniry1
Rina MulizaUniversitas Islam Negeri Ar-Raniry1
Saifullah IdrisUniversitas Islam Negeri Ar-Raniry1
Ifna FawatiUniversitas Islam Negeri Ar-Raniry1
Syawana SyawanaUniversitas Islam Negeri Ar-Raniry1
Muhammad Afif NarfiUniversitas Islam Negeri Ar-Raniry1
Rachmawati RachmawatiUniversitas Islam Negeri Ar-Raniry1
Daniah DaniahUniversitas Islam Negeri Ar-Raniry1
Yuni Setia NingsihUniversitas Islam Negeri Ar-Raniry1
Maula AtikaUniversitas Islam Negeri Ar-Raniry1
Herawati HerawatiUniversitas Islam Negeri Ar-Raniry1
Maulidar MaulidarUniversitas Islam Negeri Ar-Raniry1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.scadindependent.org/index.php/jipeuradeun/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Enhancing Pre-Service Teachers’ Science Process Skills Through Open-Ended and Guided Inquiry-Based Learning</dc:title>
	<dc:creator xml:lang="en">Jannah, Misbahul</dc:creator>
	<dc:creator xml:lang="en">Oviana, Wati</dc:creator>
	<dc:creator xml:lang="en">Hayati, Zikra</dc:creator>
	<dc:creator xml:lang="en">Hidayat, Riyan</dc:creator>
	<dc:creator xml:lang="en">Usman, Jarjani</dc:creator>
	<dc:creator xml:lang="en">Noris, M.</dc:creator>
	<dc:subject xml:lang="en">Science Process Skills</dc:subject>
	<dc:subject xml:lang="en">Pre-service Science Teachers</dc:subject>
	<dc:subject xml:lang="en">Open-ended Inquiry</dc:subject>
	<dc:subject xml:lang="en">Guided Inquiry</dc:subject>
	<dc:subject xml:lang="en">Social Sciences</dc:subject>
	<dc:subject xml:lang="en">Education</dc:subject>
	<dc:subject xml:lang="en">Humanities and Cultural Studies</dc:subject>
	<dc:subject xml:lang="en">Art and Humanities</dc:subject>
	<dc:description xml:lang="en">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 SPS development under the implementation of the Independent Curriculum. 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 &amp;lt; 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 SPS outcomes. This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts.</dc:description>
	<dc:publisher xml:lang="en">SCAD Independent</dc:publisher>
	<dc:date>2025-05-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1174</dc:identifier>
	<dc:identifier>10.26811/peuradeun.v13i2.1174</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Peuradeun; Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun; 1235-1262</dc:source>
	<dc:source>2443-2067</dc:source>
	<dc:source>2338-8617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1174/1011</dc:relation>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1174/1038</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Misbahul Jannah, Wati Oviana, Zikra Hayati, Riyan Hidayat, Jarjani Usman, M. Noris (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>