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Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 3 (2024) · hlm. 1875–1884

DOI
10.11591/ijere.v13i3.27617
ISSN
2620-5440, 2252-8822
Terbit
2024-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.

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  • State University of Malang
  • Hasanuddin University
  • University of Mataram
  • National Yang Ming Chiao Tung University
  • Universitas Islam Negeri Maulana Malik Ibrahim
  • Fiji National University
  • Universitas Muhammadiyah Palangkaraya
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Rekan penulisOrganisasiArtikel bersama
Susriyati MahanalState University of Malang7
Hendra SusantoNational Yang Ming Chiao Tung University5
Sulisetijono SulisetijonoState University of Malang4
Ibrohim IbrohimState University of Malang3
Aloysius Duran CorebimaState University of Malang3
Mohamad AminAfiliasi tidak diketahui3
Umie LestariState University of Malang2
Maisuna KundariatiAfiliasi tidak diketahui2
Safwatun NidaAfiliasi tidak diketahui2
Sarah Abdul RazakAfiliasi tidak diketahui2
Murni SaptasariAfiliasi tidak diketahui2
Abdul Rasyid Fakhrun GaniState University of Malang1
Frida Kunti SetiowatiState University of Malang1
Agus Mukti WibowoState University of Malang1
Sugeng UtayaState University of Malang1
W. WahjoediState University of Malang1
Saiful AminUniversitas Islam Negeri Maulana Malik Ibrahim1
Ravinesh Rohit PrasadFiji National University1
Siti Darwa SuryaniState University of Malang1
Mohamad AminState University of Malang1
Indah Sari DewiUniversitas Muhammadiyah Palangkaraya1
Hadi SuwonoState University of Malang1
Herdiyana FitrianiUniversity of Mataram1
Muhammad Asy’ariUniversity of Mataram1
P. PramudiyantiLampung University1
Herawati SusiloState University of Malang1
Aliyah IlyasAfiliasi tidak diketahui1
Siti HaeraniHasanuddin University1
Darmawati DarmawatiHasanuddin University1
Muhammad Agung Ady MangilepHasanuddin University1
Haeriah HakimHasanuddin University1
Fatmawati FatmawatiHasanuddin University1
Marisa SalsabilaHasanuddin University1
Indra FardhaniMie University1
Muhamad Justitia RamadhanAfiliasi tidak diketahui1
Ahmad FauziAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding</dc:title>
	<dc:creator>Mursali, Saidil</dc:creator>
	<dc:creator>Hastuti, Utami Sri</dc:creator>
	<dc:creator>Zubaidah, Siti</dc:creator>
	<dc:creator>Rohman, Fatchur</dc:creator>
	<dc:subject xml:lang="en-US">Conceptual understanding; Guided inquiry; Hybrid learning; Moodle; Post-pandemic; Science process skills</dc:subject>
	<dc:description xml:lang="en-US">This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/27617</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i3.27617</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 3: June 2024; 1875-1884</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/27617/13940</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>