Effect of Guided Inquiry Learning Model and Social Skills to the Improving of Students’ Analysis Skills in Social Studies Learning

Year 2020, Volume: 8 Issue: 1, 603 - 622, 15.03.2020

Kiky Chandra İ Degeng Dedi Kuswandi Punaji Setyosari

https://doi.org/10.17478/jegys.654975

Cited By: 1

Abstract

This research aim is to examine the application of guided inquiry learning models and social skills to improve the students' analysis skills. Social studies learning that still uses expository learning models makes students get difficulties to have analysis skills. This study was used the quasi-experimental research that pretest and postest control design. The participants of the study was 132 junior high school students in grade 7th on junior high school. The data collection tools was used Social Skills Rating System (SSRS) adapted from Gresham and Elliot (1990) and tested to the learning outcomes. The research data were analyzed with ANOVA technique. The findings of the research conclude that there are differences in analysis skills of the students who taught guided inquiry learning model and expository learning model. There are differences in analysis skills of the students who have high social skills and low social skills. There is an interaction between guided inquiry learning model and expository learning model when integrated with high social skills and low social skills on analysis skills of the students.

Keywords

social skills, social studies, guided inquiry learning model, analysis skills, social studies

Supporting Institution

MORASHCOLARSHIP 5000 KEMENAG, UNIVERSITAS NEGERI MALANG & UNIVERSITAS ISLAM LAMONGAN

Thanks

I want to say a big thank you to the Ministry of Religion for providing doctoral school scholarships (S3). The researcher also expressed his gratitude to Malang State University where the researcher studied, and Lamongan Islamic University where the researcher worked

References

• Abdi, A. (2014). The effect of inquiry-based learning models on students’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37-41.
• Ansala, L., Uusiautti, S., & Määttä, K. (2015). Student unions as the way of learning democracy skills - successful finnish university student activists’ perceptions. International Journal Arts & Sciences, 8(6), 31–44.
• Ardhana, I. W. (2000). Penelitian Pendidikan. Malang: Departemen Pendidikan Nasional UNM.
• Ariyani, F., Maulina, H., & Design, N. (2019). Design and validation of inquiry-based STEM learning strategy as a powerful alternative solution to facilitate gifted students facing 21st century. Journal for the Education of Gifted Young Scientists, 7(3), 33–56. Https://doi.org/ 10.17478 / jegys.513308.
• Avsec, S., & Slavko, K. (2014). Effectiveness of inquiry-based learning: how do middle school student learn to maximize the efficacy of a water turbin?. International Journal Of Engineering Education, 30 (60A), 1436-1449.
• Banks, J.A., & Clegg Jr, Ambrose, A. (1990). Teaching strategic for the social studies: inquiry valuating and decsion-making. New York: Longman.
• Blackmore, P., & Fraser, M. (2007). Research-based learning strategies for successfully linking teaching and research. Journal of Education, 13(2), 1-13.
• Boyd, S., & Hipkins, R. (2012). Student inquiry and curriculum integration: shared origins and points of difference (Part A). Research Information for Teachers, 3(1), 15–23.
• Creswell, J. (2009). Research design qualitative, quantitative and mixed methods approach (3rd ed.). Thousand Oaks: SAGE Publication, Inc.
• Damawanti, N.A.C., & Juanda, E.A. (2016). The effect of inquiry-based learning on the reasoning ability of grade VII students about heat concept. Jurnal Pendidikan Fisika Indonesia, 12(1), 19-25.
• Dasilva, B. E., & Ardiyati, T. K. (2019). Development of android-based interactive physics mobile learning media (IPMLM) with scaffolding learning approach to improve HOTS of high school students. Journal for the Education of Gifted Young Scientists, 1(7), 659–681.
• Duran, M. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills1. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908.
• Farisi, M. I. (2016). Developing the 21st-century social studies skills through technology integration.Turkish Online Journal of Distance Education, 17(2), 16-30. Gresham, M. F., & Elliot. S. N. (1990). Social skills rating system manual. Circle Pines, MN: AGS.
• Gulo, W. (2005). Metodologi penelitian. Jakarta: PT. Grasindo.
• Hiong, L.C., & Kamisah, O. (2015). 21st Century Biology An Interdisciplinary Approach of Biology, Technology, Engineering, and Mathematics Education. Procedia Social and Behavioral Sciences, 102(2013), 188-194.
• Joyce, Bruce., & Weil. (2000). Models of Teaching. Amerika: A. Pearson Education Company.
• Kaiser, L., Rosenfield., S. & Todd, G. (2009). Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services. Journal of Learning Disabilities, 42(5). 444-457.
• Kunt, K., & Tortop, H.S. (2017). Examination of Science and Technology Teachers’ Attitude and Opinions Related Giftedness and Gifted Education in Turkey. Journal for the Education of Gifted Young Scientists, 5(1), 37-54.
• Lee, H. Y. (2014). Inquiry-based teaching in second and foreign language pedagogy. Journal of Language Teaching and Research, 5(6), 36–44.
• Yayuk., M., & Leba, K. (2018). Employing food bank in civic education as a pedagogical tool in project-based learning. Journal of Social Studies Education Research. 9 (4), 352-363.
• Neuby, Barbara. (2010). Inquiry teaching in the college classroom. The Journal of Effective Teaching, 10(1), 4-21.
• Opara, J. A., & Oguzor, N. S. (2011). Inquiry learning model and the school science currículum. Journal of Social Sciences, 3(3), 188–198.
• Pellegrino, Anthony M. (2013). Hidden in plain sight: preservice teachers’ orientations toward inquiry-based learning in history. Journal of Social Studies Education Research. 4(2), 1-26.
• Pratiwi, S. E. (2012). Analisis kesulitan guru dalam pembelajaran IPS terpadu(studi kasus pada SMP Negeri 8 Kota Malang). Universitas Negeri Malang.
• Risinger, C. F. (2008). Teaching and learning about skills for the 21st century using the internet. Social Education, 72(7), 380–382.
• Rone, T.R. (2008). Culture From Outside And Inside: Experimental Education And Continuum of Theory, Practice, And Policy. Journal Teaching College, 56(4),37-46.
• Scott, W., Ross, PdD., & Christian V. Sabey. (2014). Check-in check-out+social skills enhancing the effect of check-in checkout for student with social skill deficits. Remedial and Special Education, 36(4). 246–257. https://doi.org/10.1177
• Saregar, A., Diani, R., & Sagala, R. (2018). Temperature and heat learning through sscs model with scaffolding : impact on students ’ critical thinking ability. Journal for the Education of Gifted Young Scientists, 6(3), 39-54.
• Secker., V.C. (2002). Effects of inquiry-based teacher practices on science excellence and equity.The Journal of Educational Research, 95(3).
• Shambaugh, Neal., & Magliaro, S. G. (2006). Instructional design. USA: Pearson.
• Shepherd, T. (2010). Working with students with emotional and behavior disorders. New Jersey: Pearson Education, Inc.
• Sund, R. B., & Trowbridge, L.W. (1973). Teaching Science by Inquiry in the Secondary School. Second edition. Columbus, Ohio: Charles E. Merril Publishing Company.
• Tortop, H. S. (2013a). Science teachers ’ views about the science fair at primary education level. Journal for the Education of Gifted Young Scientists, 4(2), 56–64.
• Tortop, H. S. (2013b). A new model program for academically gifted students in turkey : overview of the education program for the gifted students ’ bridge with university (EPGBU). Journal for the Education of Gifted Young Scientists, 1(2), 21–31.
• Tortop, H. S. (2015). A comparison of gifted and non-gifted students ’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42–5.
• Trilling., B., & Charles, F. (2009). 21 st. Century Skills Learning for. Life of Our Times. San Fransisco: Jossey-bass.
• Wahyudi, D. (2011). Social studies learning based on interpersonal and existential intelligence. Education Journal. 1, 33-45.
• Wagner, T. (2008). The Global Achievement Gap. New York: Basic Books.
• Christy, W., & Ulmer, J. (2010). The impact of inquiry-based learning on the academic achievement of middle school students. Western AAAE Research Conference Proceedings. 269-282.