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Journals / Eurasian Journal of Educational Research / 2019 / Cilt: 19 - Sayı: 80

Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers

Anip Dwi SAPUTRO
Eli ROHAETI
Anti Kolonial PRODJOSANTOSO
- IRWANTO
Pages
151–170
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found out that gainedCTS score of control and experimental group students was .58 and .80, while gained SPS scorewas .60 and .81, respectively.

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: Although critical thinking skills (CTS) andscientific process skills (SPS) are the beneficial skillsneeded in the 21 st century learning, the fact is that theacquisition of these two skills is still low.
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Key Findings & Data:A total of 43 students who attendedTeaching Science in Elementary School-II LaboratoryCourse at the Muhammadiyah University of Ponorogo were divided into two groups usingcluster random sampling.
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Conclusion & Impact:It was found out that gainedCTS score of control and experimental group students was .58 and .80, while gained SPS scorewas .60 and .81, respectively.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Purpose: Although critical thinking skills (CTS) andscientific process skills (SPS) are the beneficial skillsneeded in the 21 st century learning, the fact is that theacquisition of these two skills is still low. Researchwith a focus on improving these skills by using inquiry-based approach is also limited. Therefore, this quasi-experimental study aimed to enhance preservice elementary teachers’ CTS and SPS by using Inquiry-Based Laboratory Instruction (IBLI). Method: A pretest-posttest control group design wasexecuted. A total of 43 students who attendedTeaching Science in Elementary School-II LaboratoryCourse at the Muhammadiyah University of Ponorogo were divided into two groups usingcluster random sampling. The experimental group (n=21) was taught by using IBLI, while thecontrol group (n=22) was taught by using traditional laboratory method. The Oliver-HoyoRubric for Critical Thinking (OHRCT) and the Observation Checklist for SPS (OCSPS) wereadministered. The data were then analyzed by using normalized gain score and Mann-Whitney U test at significance level .05.Findings: There was a significant difference in terms of CTS and SPS between control andexperimental groups in favor of experimental group students. It was found out that gainedCTS score of control and experimental group students was .58 and .80, while gained SPS scorewas .60 and .81, respectively. It can be highlighted that IBLI had a significant effect onpreservice elementary teachers’ performance compared to the conventional group.Implications for Research and Practice: The findings suggest that IBLI is considered as theeffective method to foster CTS and SPS of preservice elementary teachers. According to results,it is recommended that preservice teachers need to be given opportunities to develop hands-on and minds-on experiences in the science laboratory activities. The lecturers should utilizeIBLI to develop students’ various lifelong learning skills.

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Cite This Article

SAPUTRO, A. D., ROHAETI, E., PRODJOSANTOSO, A. K., IRWANTO, -. (2022). Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research, Cilt: 19 - Sayı: 80, 151–170. https://ajindex.com/articles/507127

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