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All Journal Journal of Educational Sciences Jurnal Pendidikan, Sains dan Teknologi
Putri, Alfira Eka
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Analisis Trend Penelitian Model Guided Inquiry untuk Meningkatkan Penalaran Ilmiah Siswa; Systematic Literature Review Putri, Alfira Eka; ., Kusnadi; Kusumastuti, Mimin Nurjhani
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 1 (2026): Januari - Maret
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i1.4209

Abstract

This study aims to analyze trends in the implementation of the Guided Inquiry model in improving students’ scientific reasoning skills. The study employed a Systematic Literature Review approach by examining 20 articles published between 2020 and 2025. The screening and eligibility processes were conducted to ensure the relevance, quality, and alignment of the selected articles with the research focus. The findings indicate that Guided Inquiry is consistently effective in enhancing students’ scientific reasoning skills at both junior and senior high school levels, particularly when combined with the Contextual Teaching and Learning (CTL) approach. The most frequently used research method was a quasi-experimental design with pre-test and post-test, allowing for empirical assessment of changes in students’ reasoning abilities. Bibliometric analysis further revealed that although the primary focus of this review is scientific reasoning, the most dominant keyword in the publications was critical thinking skills, indicating that measurements of critical thinking are more commonly conducted than those of scientific reasoning.
The Effect of Implementing Formative Assessment with the 5E Learning Cycle Model on High School Students' Scientific Reasoning Abilities Putri, Alfira Eka; Wulan, Ana Ratna
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.511-520

Abstract

Students’ scientific reasoning abilities remain relatively low, often due to limited interactive learning and insufficient feedback during instruction. This study investigates the effect of implementing formative assessment within the 5E Learning Cycle model to enhance these abilities. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The sample consisted of 35 eleventh-grade students from a public high school in Bandung, selected through purposive sampling. Research instruments included a scientific reasoning ability test and formative assessment sheets. The findings reveal a significant improvement in students’ scientific reasoning after the intervention. Results from the paired sample t-test indicate a statistically significant difference between pretest and posttest scores (p < 0.05), with an effect size of 4.64, categorized as very large. Additionally, students’ average formative assessment scores increased from 67.42 in the first meeting to 80.12 in the second meeting. These results suggest that integrating formative assessment into the 5E Learning Cycle model provides meaningful feedback and promotes active engagement, leading to substantial improvements in scientific reasoning. Therefore, this approach can be considered an effective strategy to support higher-order thinking skills in science learning.
Co-Authors Kusnadi ., Kusnadi Kusumastuti, Mimin Nurjhani