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M. Noris
Universitas Muhammadiyah Bima, Kota Bima, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Journal : Jurnal Ilmiah Peuradeun

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Enhancing Pre-Service Teachers’ Science Process Skills Through Open-Ended and Guided Inquiry-Based Learning Jannah, Misbahul; Oviana, Wati; Hayati, Zikra; Hidayat, Riyan; Usman, Jarjani; Noris, M.
Jurnal Ilmiah Peuradeun Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i2.1174

Abstract

This study investigates the effectiveness of open-ended and guided inquiry-based learning modules in enhancing Science Process Skills (SPS) among pre-service science teachers in Indonesia. The study responds to the limited research on SPS development under the implementation of the Independent Curriculum. A quasi-experimental non-equivalent pretest-posttest control group design was employed involving 204 pre-service teachers enrolled in Environmental Education courses, distributed across open-ended inquiry, guided inquiry, and conventional learning groups. Data were analyzed using two-way ANOVA and factorial MANOVA (3×2), considering gender and study program (Biology and Physics) as moderating variables. The results reveal statistically significant improvements in SPS for both inquiry-based groups compared to the conventional group (p < 0.001). Gender-based differences were also observed: female participants outperformed males in the guided inquiry group, while males performed better in the open-ended group. In addition, no significant differences were found between study programs. The findings underscore the potential of inquiry-based learning modules to foster key scientific competencies and suggest that gender-responsive strategies may further optimize SPS outcomes. This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts.
Co-Authors Adin Lazuardy Firdiansyah Alkhair Alkhair Alkhair, Alkhair Aman Ma’arij Ardianti, Ardianti Arini Arini Asnafiyah, Asnafiyah Ayu Rahayu A’yuni, Kurata Darmin Darmin Darmin, Darmin Dea Zara Avila Eka Puji Lestari Fahrani, Aiska Faujiah, Nur Firmansyah, Muh Firmansyah, Muh. Firmansyah, Muhd Firmansyah, Muhd. Firmanto, Taufik Gloria Tutu, Christien Gufran Husnul Khatimah, Nur Indriyani Indriyani Jamili Jamili Jarjani Usman Juraidin Khatimah, Nur Husnul LATIFAH LOAP Rudia M. Yunus Ma'arij, Aman Malik Darmin Asri, Abdul Margiyono Suyitno Misbahul Jannah Mohammad Masykuri Muammar Iksan Muh Fitrah Muzzazinah Muzzazinah Muzzazinah Muzzazinah Ningsih, Suci Rahayu Nisah, Fitratun Novitasari, Dalia Nur Fitrianingsih Nur Husnul Khatimah Nur Laili Miftakhurrohmah NURUL HIDAYAH Rahmatun, Tutun Rhosmiati, Rhosmiati Rizal, Setria Utama Rosmiati Rosmiati RR. Ella Evrita Hestiandari Rumaf, Fachry Rumjani, Zuarda Jumainap Sajidan Sajidan Setria Utama Rizal Soliha Nu’tiha Sri Retno Dwi Ariyani Ariyani St. Zulaiha Nurhajarurahmah Strahmawati Hamzah Sukamdi Sukamdi Sulistyo Saputro Suparti Suparti Suparti Suparti Suyitno, Margiyono Tutu, Christien Gloria walliyudin walliyudin Walliyudin Walliyudin Wati Oviana Yuliani Yuliani Zikra Hayati