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Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Jurnal Pendidikan IPA Indonesia · Vol. 9 No. 1 (2020) · pp. 70–78

DOI
10.15294/jpii.v9i1.21155
ISSN
2089-4392, 2339-1286
Published
2020-03-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.

Keywords

Collaboration network of the authors

7 authors · 10 co-authorship links · 1 across different organisations

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  • State University of Semarang
  • Kanazawa University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
L. LindawatiAffiliation unknown1
Samuel Budi Wardhana KusumaKanazawa University1
Woro SumarniState University of Semarang1
Sudarmin SudarminState University of Semarang1
Dwi Norma GupitasariState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum</dc:title>
	<dc:creator>Wardani, S.</dc:creator>
	<dc:creator>Kusuma, I. W.</dc:creator>
	<dc:subject xml:lang="en-US">deductive; inductive; concept understanding</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.</dc:description>
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	<dc:date>2020-03-31</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/21155</dc:identifier>
	<dc:identifier>10.15294/jpii.v9i1.21155</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 9, No 1 (2020): March 2020; 70-78</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
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	<dc:rights xml:lang="en-US">Copyright (c) 2020 Jurnal Pendidikan IPA Indonesia</dc:rights>
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