Inquiry-based learning in Indonesia: Portraying supports, situational beliefs, and chemistry teachers' adoptions

Abstract

This study aimed at portraying the implementation of inquiry-based chemistry learning in the city of Jambi, Indonesia during the curriculum reformation era. The study included pre-existing supports for and situational beliefs towards the use of the strategy. The results of a questionnaire (n=99) revealed that inquiry had been minimally adopted in these areas. Improper supports and beliefs were identified and significantly contributed (p