Research Article
Scientific Level of Inquiry and Classroom Practices: Exploratory Study in Junior High School Students
@INPROCEEDINGS{10.4108/eai.20-9-2019.2290977, author={Devi Septiani and Astuti Wijayanti and Dhimas Nur Setyawan and Sigit Sujatmika and Tias Ernawati and Widowati Pusporini}, title={Scientific Level of Inquiry and Classroom Practices: Exploratory Study in Junior High School Students }, proceedings={Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia}, publisher={EAI}, proceedings_a={ICSTI}, year={2020}, month={3}, keywords={scientific level inquiry learning}, doi={10.4108/eai.20-9-2019.2290977} }- Devi Septiani
Astuti Wijayanti
Dhimas Nur Setyawan
Sigit Sujatmika
Tias Ernawati
Widowati Pusporini
Year: 2020
Scientific Level of Inquiry and Classroom Practices: Exploratory Study in Junior High School Students
ICSTI
EAI
DOI: 10.4108/eai.20-9-2019.2290977
Abstract
The aim of this study is to analyze the relationship between Junior High School students’ perception of inquiry level and implementation of scientific and inquiry level in the science classroom. A total of 41 eighth grade students from two classes at Junior High School (JHS) in Yogyakarta were involved in this study. Students were selected through purposive sampling. Classroom observation, interviews, and documentation of views about scientific inquiry were used to determine knowledge of inquiry and implementation inquiry activities. Data were analyzed by descriptive statistic. The findings show that students who received science instruction through the implementation of inquiry activities still manifest difficulties moving from remembering activities into a true inquiry practice.
