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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) · pp. 2122–2128

DOI
10.11591/ijere.v11i4.22104
ISSN
2620-5440, 2252-8822
Published
2022-12-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 87 co-authorship links · 24 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Sunan Kalijaga State Islamic University Yogyakarta
  • Yogyakarta State University
  • Sebelas Maret University
  • University of Southampton
  • Bandung Institute of Technology
  • STIE Pembangunan Tanjungpinang
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
İnsih WilujengYogyakarta State University3
Bambang SubaliAffiliation unknown2
Habibi HabibiAffiliation unknown2
Marlina Ummas GenisaAffiliation unknown2
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. DwiantoAffiliation unknown1
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 VegasAffiliation unknown1
Sajidan SajidanSebelas Maret University1
Kartika Chrysti SuryandariSebelas Maret University1
Sentot Budi RahardjoSebelas Maret University1
Siti FatimahAffiliation unknown1
Bambang SumintonoUniversity of Malaya1
Maryati MaryatiSTIE Pembangunan Tanjungpinang1
Indrya MulyaningsihAffiliation unknown1
Wahyudi RahmatAffiliation unknown1
Winci FirdausAffiliation unknown1
Anti Kolonial ProdjosantosoAffiliation unknown1
Himawan PutrantaSunan Kalijaga State Islamic University Yogyakarta1
Agnesi Sekarsari PutriAffiliation unknown1
Lusila Andriani PurwastutiAffiliation unknown1
Ika MaryaniUniversitas Ahmad Dahlan1
Siwi PurwantiAffiliation unknown1
Andi AgussalimHasanuddin University1
Viyanti ViyantiLampung University1
Cari CariAffiliation unknown1
Hervin MaulinaAffiliation unknown1
Liza Septia AhmadAffiliation unknown1

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) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>