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The Influence of Inquiry-Based Science Issues Learning on Practical Skills of Junior High School Students in Environmental Pollution Topic

Jurnal Pendidikan IPA Indonesia · Vol. 7 No. 2 (2018) · pp. 232–238

DOI
10.15294/jpii.v7i2.14263
ISSN
2089-4392, 2339-1286
Published
2018-07-16
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Inquiry-based science issues approach facilitates the development of scientific skills through research activities on surrounding science issues. The purpose of this research was to understand the influence of Inquiry-based science issues on practical skills of Junior High School students. This research employed quasi-experimental research method, equipped with pre-test, post-test non-equivalent control group design. The sample of sixty junior high school students in Yogyakarta was picked for this study. The instruments used were observation sheets on practical skills, practical skills test, and instructional learning sheets. The data collected were analyzed using N-Gain, percentage, and Analysis of Covariate (ANCOVA) at 0.05 significance level. The result revealed that Inquiry Science Issues was more effective in fostering students’ practical skills than the scientific approach. There was a significant effect of treatment on students’ practical skills while no interaction between approach and prior knowledge of students. Moreover, the data of practical skills through the observation sheets in the experimental class had higher percentage compared to the control class, 80.36%, and 70.61% respectively.

Keywords

Collaboration network of the authors

4 authors · 5 co-authorship links · 2 across different organisations

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  • Universitas Negeri Surabaya
  • The Ohio State University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Dhita Ayu Permata SariUniversitas Negeri Surabaya2

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">The Influence of Inquiry-Based Science Issues Learning on Practical Skills of Junior High School Students in Environmental Pollution Topic</dc:title>
	<dc:creator>Hastuti, P. W.</dc:creator>
	<dc:creator>Tiarani, V. A.</dc:creator>
	<dc:creator>Nurita, T.</dc:creator>
	<dc:subject xml:lang="en-US">influence; inquiry-based science issues; practical skill</dc:subject>
	<dc:description xml:lang="en-US">Inquiry-based science issues approach facilitates the development of scientific skills through research activities on surrounding science issues. The purpose of this research was to understand the influence of Inquiry-based science issues on practical skills of Junior High School students. This research employed quasi-experimental research method, equipped with pre-test, post-test non-equivalent control group design. The sample of sixty junior high school students in Yogyakarta was picked for this study.  The instruments used were observation sheets on practical skills, practical skills test, and instructional learning sheets. The data collected were analyzed using N-Gain, percentage, and Analysis of Covariate (ANCOVA) at 0.05 significance level. The result revealed that Inquiry Science Issues was more effective in fostering students’ practical skills than the scientific approach. There was a significant effect of treatment on students’ practical skills while no interaction between approach and prior knowledge of students. Moreover, the data of practical skills through the observation sheets in the experimental class had higher percentage compared to the control class, 80.36%, and 70.61% respectively.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2018-07-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/14263</dc:identifier>
	<dc:identifier>10.15294/jpii.v7i2.14263</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 2 (2018): June 2018; 232-238</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/14263/7898</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
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