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Small-Scale Chemistry Experiment in Guided Inquiry Learning to Improve Concept Understanding and Science Process Skills

Chemistry in Education · Vol. 14 No. 2 (2025) · hlm. 64–72

DOI
10.15294/chemined.v14i2.30468
ISSN
2252-6609, 2502-6852
Terbit
2025-12-14
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze small-scale chemistry in guided inquiry to improve the relationship between students' conceptual understanding and science process skills. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The sample of this study consisted of two classes: the experimental class, which used small-scale chemistry in guided inquiry, and the control class, which employed conventional learning. The instruments used included a test (two-tier test) to measure conceptual understanding and observation sheets to measure science process skills. Data analysis was carried out using normality tests, homogeneity tests, t-tests, and Pearson correlation tests. The study's results showed a significant increase in understanding and science process skills in the experimental class compared to the control class. The increase in conceptual understanding was evident from the hypothesis test, with the N-gain value of the experimental class at 0.6 (moderate) and the control class at 0.29 (low). Meanwhile, the science process skills obtained t-test results and observation sheets, with an average of "good" in the experimental class and "sufficient" in the control class. The results of the correlation test showed a significant positive relationship between conceptual understanding and science process skills, with a p-value of < 0.05. value.

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  • State University of Semarang
  • Universitas Sains Al-Qur'an
  • Universiti Sains Islam Malaysia
  • University of Bremen
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Nanik WijayatiState University of Semarang11
Woro SumarniState University of Semarang8
Endang SusilaningsihState University of Semarang7
Murbangun NuswowatiState University of Semarang5
Sri HaryaniAfiliasi tidak diketahui5
Sudarmin SudarminAfiliasi tidak diketahui5
Sri MursitiAfiliasi tidak diketahui5
Sri WardaniState University of Semarang4
Antonius Tri WidodoAfiliasi tidak diketahui4
Eko Budi SusatyoAfiliasi tidak diketahui4
Dian Sri AsmorowatiAfiliasi tidak diketahui4
Kusoro SiadiAfiliasi tidak diketahui4
Supartono SupartonoAfiliasi tidak diketahui4
Harjono HarjonoAfiliasi tidak diketahui4
Ida Iryani KristantiAfiliasi tidak diketahui3
Kasmadi Imam SupardiState University of Semarang3
Sarwi SarwiAfiliasi tidak diketahui2
Dante AlighiriState University of Semarang2
Saffanah Binti Mohd Ab AzidAfiliasi tidak diketahui2
Dyah Rini IndriyantiState University of Semarang2
HarjonoState University of Semarang2
Devy LestariAfiliasi tidak diketahui2
Tjahyo SubrotoAfiliasi tidak diketahui2
Agung Tri PrasetyaState University of Semarang2
Kasmui KasmuiState University of Semarang2
Ersanghono KusumoAfiliasi tidak diketahui2
Bowo NurcahyoAfiliasi tidak diketahui2
Sri NurhayatiAfiliasi tidak diketahui2
Cepi KurniawanState University of Semarang2
Triastuti SulistyaningsihAfiliasi tidak diketahui2
Sri JuminiUniversitas Sains Al-Qur'an1
Sutikno MadnasriState University of Semarang1
Yatim Md NadrahUniversiti Sains Islam Malaysia1
H HamzahAfiliasi tidak diketahui1
F FatiatunUniversitas Sains Al-Qur'an1
Siti Herlina DewiState University of Semarang1
Muhammad Firdaus ImaduddinUniversity of Bremen1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/chemined/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Small-Scale Chemistry Experiment in Guided Inquiry Learning to Improve Concept Understanding and Science Process Skills</dc:title>
	<dc:creator xml:lang="en">Zahronada, Afifa Ayu</dc:creator>
	<dc:creator xml:lang="en">Cahyono, Edy </dc:creator>
	<dc:creator xml:lang="en">Sumarti, Sri Susilogati</dc:creator>
	<dc:subject xml:lang="en">Concept Understanding</dc:subject>
	<dc:subject xml:lang="en">Science Process Skills</dc:subject>
	<dc:subject xml:lang="en">Small Scale Chemistry</dc:subject>
	<dc:subject xml:lang="en">Guided Inquiry</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze small-scale chemistry in guided inquiry to improve the relationship between students' conceptual understanding and science process skills. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The sample of this study consisted of two classes: the experimental class, which used small-scale chemistry in guided inquiry, and the control class, which employed conventional learning. The instruments used included a test (two-tier test) to measure conceptual understanding and observation sheets to measure science process skills. Data analysis was carried out using normality tests, homogeneity tests, t-tests, and Pearson correlation tests. The study's results showed a significant increase in understanding and science process skills in the experimental class compared to the control class. The increase in conceptual understanding was evident from the hypothesis test, with the N-gain value of the experimental class at 0.6 (moderate) and the control class at 0.29 (low). Meanwhile, the science process skills obtained t-test results and observation sheets, with an average of "good" in the experimental class and "sufficient" in the control class. The results of the correlation test showed a significant positive relationship between conceptual understanding and science process skills, with a p-value of &amp;lt; 0.05. value.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-14</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/chemined/article/view/30468</dc:identifier>
	<dc:identifier>10.15294/chemined.v14i2.30468</dc:identifier>
	<dc:source xml:lang="en">Chemistry in Education; Vol. 14 No. 2 (2025): Chemistry in Education; 64-72</dc:source>
	<dc:source>2252-6609</dc:source>
	<dc:source>2502-6852</dc:source>
	<dc:source>10.15294/chemined.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/chemined/article/view/30468/7587</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Chemistry in Education</dc:rights>
</oai_dc:dc>