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All Journal International Journal of Evaluation and Research in Education (IJERE) Edukasi: Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education JURNAL TARBIYAH JURNAL PENDIDIKAN MIPA JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) BERNAS: Jurnal Pengabdian Kepada Masyarakat SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pijar MIPA PENSA E-JURNAL: PENDIDIKAN SAINS Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) International Journal of Emerging Research and Review Sasambo: Jurnal Abdimas (Journal of Community Service) Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Erman Erman
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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PEMBELAJARAN IPA BERBASIS GUIDED INQUIRY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MURID SMP Nadya Nurlayli Hasanah; Erman Erman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9864

Abstract

This study aims to describe the improvement of critical thinking skills of junior high school students after guided inquiry-based science learning, describe the implementation of guided inquiry-based science learning processes in improving critical thinking skills, and describe the responses of junior high school students after participating in guided inquiry-based science learning. The type of research used is pre-experimental with a one group pretest-posttest design. The study was conducted in the even semester of the 2025/2026 academic year with a sample of 33 eighth-grade students at a junior high school in Genteng District, Surabaya City. Data collection techniques include tests, observations, and response questionnaires. Test results were analyzed using normality tests, paired sample t-tests, and n-gain calculations. The results of the paired sample t-test showed a Sig. (2-tailed) value <0.001, which means there is a significant difference between the pretest and posttest scores. The n-gain value of 0.72 is included in the high category. The implementation of learning in the first and second meetings obtained a mode of 4 with a very well implemented category. Student responses to guided inquiry-based science learning showed very positive results, with an average percentage of 89.98%, with the criterion of strongly agreeing. Based on these results, it can be concluded that guided inquiry-based science learning can improve the critical thinking skills of junior high school students.
PEMBELAJARAN GUIDED INQUIRY DENGAN PENDEKATAN CTL PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI TERHADAP PEMAHAMAN KONSEP Fahim Noor Rahma; Erman Erman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10028

Abstract

The science conceptual understanding of Indonesian students is still relatively low, partly due to learning practices that are less actively engaging and contextual. This study aims to analyze the effect of the Guided inquiry learning model with the Contextual Teaching and Learning (CTL) approach on students' conceptual understanding of Ecology and Biodiversity. This research is a quantitative study with a quasi-experimental design using a nonequivalent control group design. The sample consisted of two classes: VII-F as the experimental class (Guided inquiry learning with CTL) and VII-G as the control class (Guided inquiry only) at SMP Negeri 61 Surabaya. Data were collected through conceptual understanding tests (pretest-posttest), learning implementation observation sheets, and student response questionnaires. The results showed a significant difference in the improvement of conceptual understanding between the experimental class (N-gain 0.59) and the control class (N-gain 0.47), with a Sig. (2-tailed) value of 0.024 < 0.05. The effect size calculation yielded a Cohen's d value of 0.628, which falls into the large category, indicating high effectiveness. The implementation of learning in both classes was very well executed, and student responses to the learning in the experimental class were very positive (86.41%). It is concluded that the Guided inquiry learning model with the CTL approach is effective and significant in improving students' conceptual understanding compared to Guided inquiry learning alone.
The I-BATARA Learning Model: A Conceptual Framework Integrating Inquiry, Scaffolding, and Local Wisdom to Foster Scientific Literacy Wiwin Puspita Hadi; Erman Erman; Suyatno Sutoyo
International Journal of Emerging Research and Review Vol. 4 No. 3 (2026): September
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i3.182

Abstract

Objective: Scientific literacy, a foundational literacy, is essential for students to develop from an early age to prepare them for addressing the challenges of the global era. Therefore, effective instructional interventions are required to facilitate students' transition from concrete to abstract thinking by employing meaningful real-world contexts.  This research tries to formulate the I-BATARA learning model to increase the student’s scientific literacy. Method: This study employed a conceptual model development approach to construct the I-BATARA learning model. Results: The results indicate that the proposed I-BATARA instructional model integrates Inquiry-Based Learning, process-oriented scaffolding, and the authentic context of batik tulis Tanjung Bumi Madura into a coherent instructional framework designed to enhance students' scientific literacy. Novelty: The I-BATARA learning model its comprehensive integration of Inquiry-Based Learning (IBL), scaffolding, local wisdom, and scientific literacy instructional framework.
Co-Authors Adinda Dwi Saputri Sugino Afifah Naura Salamah Ahmad Fauzi Hendratmoko Ahmad Qosyim Aisya Muawana Aunur Rofiq Chih-Hsiung Ku Dadang Hafidzulloh Dian Savitri Dita Andriani Durotun Ayu Fauziah Enny Susiyawati Fahim Noor Rahma Harun Nasrudin Husni Mubarok I GUST MADE SANJAYA Karimah Karimah Martini Martini Maya Fahrudatul Isdianti Miftakhul Wahyu Ramadhani MOHAMMAD BUDIYANTO Muhamad Arif Mahdiannur Muhammad Andika Putra Muhammad Azimul Anshar Muhammad Ikhsan MUSLIMIN IBRAHIM Nadi Suprapto Nadya Nurlayli Hasanah Nailil Inayah Nur Wakhidah Nuril Fitri Amaliyah Nurul Azzubairiyah Olvin Novella Ratna Lestari Rinie Pratiwi Puspitawati Rona Tiara Sajati Rosdiana, Laily Rudiana Agustini Sapti Puspitarini Siska Oktafiana Dewi Siti Maisaroh Sukarmin Sukarmin Susiyawati, Enny Suyatno Sutoyo Tjipto Haryono TUTUT NURITA Vena Ayu Kartika Dewi Wahyu Budi Sabtiawan Wiwin Puspita Hadi Yumna Haifa’ Yousanty YUNI SRI RAHAYU