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All Journal JURNAL MUARA PENDIDIKAN Jurnal Pemberdayaan Masyarakat
Festiyed Festiyed
Universitas Negeri Padang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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REVIEW METODOLOGI PENELITIAN DALAM PENGEMBANGAN MODEL INQUIRY UNTUK PENDIDIKAN Muhammad Aizri Fadillah; Yul Ifda Tanjung; Usmeldi Usmeldi; Lufri Lufri; Festiyed Festiyed; Mawardi Mawardi
Jurnal Muara Pendidikan Vol. 10 No. 1 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 1, Juni 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i1.2755

Abstract

Inquiry-based learning (IBL) has been proven to be an effective approach to developing 21st-century skills, such as critical thinking, collaboration, and creativity. However, the adaptation of inquiry phases to different levels of education and specific learning objectives remains a challenge that has not been thoroughly answered. This study used a systematic literature review (SLR) approach to review the IBL model with a focus on identifying the phases of inquiry, exploring the adaptation of IBL at various levels of education, analyzing relevance to learning objectives, and evaluating the effectiveness of scaffolding and research design. From an analysis of 2018-2024 taken from the Google Scholar database, it was found that IBL consists of five main phases-orientation, problem formulation, exploration, elaboration, and evaluation effectiveness depending on the educational context and level of scaffolding. For example, the 5E-Based Inquiry model strongly supports science learning in elementary school, while the self-investigation phase is more appropriate in higher education. In addition, scaffolding, such as the use of advanced organizers and digital simulations, was shown to support student engagement during the inquiry process. This research highlights the flexibility and effectiveness of IBL in supporting conceptual understanding, critical thinking skills, and problem-solving and offers insights into the adaptation and implementation of relevant models for different educational needs.
Pelatihan Pengembangan Bahan Ajar Sains Tematik Terintegrasi Literasi Baru Bagi Guru IPA Asrizal Asrizal; Festiyed Festiyed; Yurnetti Yurnetti
Jurnal Pemberdayaan Masyarakat Vol 2, No 1 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jmp.v2i1.283

Abstract

Learning should be able to develop students' new literacy to answer challenges in the 4.0 industrial revolution. But science teachers still have difficulty creating learning that is relevant to this era. The solution to the problem is to train science teachers to develop thematic science learning material integrated with new literacy. The objective of the training is to investigate the results of training on the development of thematic science learning material integrated with new literacy. The method of training is demonstration and example by instructors. The training stages include assessing needs, setting goals, designing program, implementing activities, and evaluating training activities. Based on the implementation of the training, it can be stated that science teachers have been able to produce examples of new literacy integrated thematic science learning material in the form of student worksheet, the validity value of thematic science learning material can be classified into the good category, and generally they feel the benefits of training in the material aspects of developing learning  material, thematic learning material, integration of new literacy, and writing of thematic science learning  material. Thus, the training activity has been able to promote science teachers in planning and developing thematic science learning material.
Co-Authors Asrizal Lufri Lufri Mawardi Mawardi Muhammad Aizri Fadillah Usmeldi Usmeldi Yul Ifda Tanjung Yurnetti Yurnetti