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All Journal Journal of Natural Sciences and Mathematics Research Lantanida Journal Unnes Science Education Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Jeumpa Lentera ICONESTH International Journal of Advances in Educational Research
Meriza Faradilla
Department Of Science Education, Universitas Bina Bangsa Getsempena, Banda Aceh, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Journal : ICONESTH

 1 
ENHANCING GENERIC SCIENCE SKILLS THROUGH INQUIRY-BASED LEARNING: A FOCUS ON ELECTROLYTE SOLUTIONS IN CHEMISTRY EDUCATION Meriza Faradilla
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.403

Abstract

The inquiry-based learning model has been widely recognized for itseffectiveness in enhancing students' science generic skills, particularly in thecontext of chemistry education. This study explores the impact of applying theinquiry learning model on the development of students' generic science skills,specifically in the topic of electrolyte solutions. The research aims to assesshow inquiry-based teaching methods can improve students' abilities inproblem-solving, critical thinking, and practical application of scientificconcepts. The study involved a quasi-experimental design with pre-test andpost-test assessments to measure the students' progress. The results indicate asignificant improvement in the students' generic science skills, suggesting thatthe inquiry model fosters active engagement, deeper understanding, andenhanced scientific inquiry abilities. These findings highlight the potential ofinquiry-based learning as a strategy for improving chemistry education,particularly in topics that require conceptual and practical mastery such aselectrolyte solutions.
Co-Authors Anggi Susilawati Cyndi Prasetya Khairul Rizal Khairul Rizal Maisarah Maisarah Maisarah, Maisarah Marvida, Tria Miswatul Hasanah Muhammad Furqan Nuzulia Putri Reka Julia Utama Rizal, Khairul Sarmila Tanjung, Rinta Arianti Tawakal Yuyun Sukawati