Meninjau Efek Pembelajaran Inkuiri Terbimbing pada Keterampilan Proses Sains Peserta Didik dalam Pembelajaran Sains: Sebuah Meta-Analisis

Abstract

This study aims to reviewing the effects of guided inquiry learning on students' science process skills in science learning. The research method is a quantitative meta-analysis with a selected sample of 13 articles in nationally accredited journals. The selection of articles is based on several eligibility criteria: (1) must have a mean and standard deviation; (2) the subject of elementary, junior high, and high school students; (3) implementation of science learning. The meta-analysis variables used were school level (Elementary, JHS, SHS) and subjects (Science, Physics, and Biology). The meta-analysis results showed that guided inquiry had the most influence on the science process skills at the high school level. In contrast, the guided inquiry had the most significant effect on science process skills in physics. However, both the level of education and the overall subject showed a positive influence from a guided inquiry on science process skills. The research results can be applied to classes with similar problems; students' science process skills.