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Guided inquiry laboratory to improve research skills of prospective biology teachers

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 4 (2022) · hlm. 2122–2128

DOI
10.11591/ijere.v11i4.22104
ISSN
2620-5440, 2252-8822
Terbit
2022-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study described guided-inquiry laboratory impact on increase in research skills of prospective biology teachers. Skill research indicators are designing, implementing, and reporting. This study was a non-equivalent control group design using experimental and control groups. Data were collected from 60 participants through observation of research skill indicators, namely designing, performing, and reporting then analyzed quantitatively-descriptively. The sample was selected using purposive sampling. The results confirmed that the guided-inquiry laboratory application has a more effective impact on improving research skills than ordinary learning. Each indicator of research skills (designing, performing, and reporting in the experimental class) meets the "Medium" category, while the "Low" category in the control class. This study concluded that the guided inquiry laboratory has a positive impact in improving the research skills of prospective biology teachers. This research provides a reference for teachers to explore the research abilities of their students.

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  • Yogyakarta State University
  • Sunan Kalijaga State Islamic University Yogyakarta
  • Indonesia University of Education
  • Sebelas Maret University
  • IAIN Syekh Nurjati Cirebon
  • Universitas Ahmad Dahlan
  • Lampung University
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Rekan penulisOrganisasiArtikel bersama
İnsih WilujengYogyakarta State University3
Bambang SubaliState University of Semarang2
Marlina Ummas GenisaUniversitas Muhammadiyah Palembang2
Habibi HabibiAfiliasi tidak diketahui2
Siti FatonahSunan Kalijaga State Islamic University Yogyakarta1
Arsanti Dwi UtamiUniversity of Southampton1
Uswatun ChasanahSunan Kalijaga State Islamic University Yogyakarta1
Lusiana LusianaSunan Kalijaga State Islamic University Yogyakarta1
Veni Veronica SiregarSunan Kalijaga State Islamic University Yogyakarta1
I Gusti Putu SuryadarmaYogyakarta State University1
A. DwiantoAfiliasi tidak diketahui1
R. R. Hertien K SurtikantiIndonesia University of Education1
Achmad MunandarIndonesia University of Education1
S. SubaharIndonesia University of Education1
R. R. Hertien K SurtikantiIndonesia University of Education1
Tati S. SubaharBandung Institute of Technology1
Susana Osiana VegasYogyakarta State University1
Slamet SlametInstitut Seni Indonesia Surakarta1
Sajidan SajidanSebelas Maret University1
Kartika Chrysti SuryandariSebelas Maret University1
Sentot Budi RahardjoSebelas Maret University1
Siti FatimahSunan Kalijaga State Islamic University Yogyakarta1
Bambang SumintonoUniversity of Malaya1
Maryati MaryatiYogyakarta State University1
Indrya MulyaningsihIAIN Syekh Nurjati Cirebon1
Wahyudi RahmatUniversiti Malaysia Kelantan1
Winci FirdausNational Research and Innovation Agency1
Himawan PutrantaSunan Kalijaga State Islamic University Yogyakarta1
Agnesi Sekarsari PutriYogyakarta State University1
Anti Kolonial ProdjosantosoYogyakarta State University1
Lusila Andriani PurwastutiYogyakarta State University1
Ika MaryaniUniversitas Ahmad Dahlan1
Siwi PurwantiUniversitas Ahmad Dahlan1
Andi AgussalimSriwijaya University1
Viyanti ViyantiLampung University1
Cari CariSebelas Maret University1
Hervin MaulinaLampung University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

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 laboratory to improve research skills of prospective biology teachers</dc:title>
	<dc:creator>Maknun, Djohar</dc:creator>
	<dc:creator>Prasetyo, Zuhdan Kun</dc:creator>
	<dc:creator>Djukri, Djukri</dc:creator>
	<dc:subject xml:lang="en-US">Biology; Guided-inquiry lab; Preservice teachers; Research skills</dc:subject>
	<dc:description xml:lang="en-US">This study described guided-inquiry laboratory impact on increase in research skills of prospective biology teachers. Skill research indicators are designing, implementing, and reporting. This study was a non-equivalent control group design using experimental and control groups. Data were collected from 60 participants through observation of research skill indicators, namely designing, performing, and reporting then analyzed quantitatively-descriptively. The sample was selected using purposive sampling. The results confirmed that the guided-inquiry laboratory application has a more effective impact on improving research skills than ordinary learning. Each indicator of research skills (designing, performing, and reporting in the experimental class) meets the "Medium" category, while the "Low" category in the control class. This study concluded that the guided inquiry laboratory has a positive impact in improving the research skills of prospective biology teachers. This research provides a reference for teachers to explore the research abilities of their students.</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>2022-12-01</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/22104</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i4.22104</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 4: December 2022; 2122-2128</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22104/13481</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 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>