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Jurnal Pendidikan Multikultural Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 26157322     EISSN : 26157675     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Jurnal Pendidikan Multikultural Indonesia is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles: (1) empirical research reports that explicitly address multicultural educational issues and typically engages qualitative research methods in robust manners (if specified in the call for submissions, some special issues may accept quantitative studies); (2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature.
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Articles 131 Documents
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The Influence of the Guided Inquiry Learning Model Incorporating Tri Pramana on Students’ Scientific Attitudes and Understanding of Science Concepts at SMP I Gede Someada; I Made Sedana; Ni Nyoman Lisna Handayani
Jurnal Pendidikan Multikultural Indonesia Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpmu.v8i1.101362

Abstract

The low level of students’ scientific attitudes and conceptual understanding in science indicates that learning practices are still dominated by teacher-centered approaches and provide limited opportunities for active knowledge construction. In addition, the integration of local wisdom values into science learning has not been optimally utilized to strengthen meaningful learning and students’ scientific character development. This study aimed to analyze and examine the effect of a guided inquiry learning model integrated with Tri Pramana on students’ scientific attitudes and science conceptual understanding. This study employed a quasi-experimental method using a posttest control group design. The population consisted of 345 students, with a sample of 70 students selected through random sampling techniques. Data were collected using a scientific attitude questionnaire and a science conceptual understanding test that met validity and reliability requirements. The data were analyzed using MANOVA. The results revealed a significant simultaneous effect of the Tri Pramana-based guided inquiry learning model on students’ scientific attitudes and conceptual understanding, as indicated by F = 25.156 and p < 0.05. Conceptually, these findings confirm that integrating inquiry-based learning with the epistemological framework of Tri Pramana strengthens scientific knowledge construction while fostering students’ scientific character. This model therefore has strong potential as an innovative approach to promote contextual, meaningful, and competence-oriented science learning.

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