The Effects of Socioscientific Inquiry Based Learning on Students' Problem-Solving Skills
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| Title: | The Effects of Socioscientific Inquiry Based Learning on Students' Problem-Solving Skills |
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| Language: | English |
| Authors: | Anwari Adi Nugroho (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(1):149-168. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Inquiry, Problem Solving, Social Influences, Scientific Concepts, Science Education, Biology, College Science, Foreign Countries, Skill Development |
| Geographic Terms: | Indonesia |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Future needs and challenges, especially in complex real-world problem-solving, require education to equip individuals with quality skills. Inquiry-based learning that integrates socio-scientific issues (SSI) can significantly develop students' problem-solving skills. This study aims to test the effects of the Socio-Scientific Real-world Inquiry (SSRI) learning model in improving problem-solving skills. This study used a quasi-experimental pretest-posttest non-equivalent control group design, which involved measuring problem-solving skills before and after the intervention in two groups: the experimental group (44 students) with a socio-scientific real-world inquiry learning model and the control group (46 students) with inquiry learning. Differences in pretest and posttest scores on each aspect of problem-solving skills were analyzed using a paired sample t-test, while an independent sample t-test was used to compare posttest scores between the two groups. Analyze the effect size of each aspect of problem-solving skills in the control group and experimental group using Cohen's Effect Size (ES). The results showed that the SSRI learning model was significantly more effective in improving problem-solving skills than inquiry learning. The findings suggest that SSRI can be an effective learning approach for empowering educators and guiding educational policymakers in fostering essential problem-solving skills for future generations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464228 |
| Database: | ERIC |
| Abstract: | Future needs and challenges, especially in complex real-world problem-solving, require education to equip individuals with quality skills. Inquiry-based learning that integrates socio-scientific issues (SSI) can significantly develop students' problem-solving skills. This study aims to test the effects of the Socio-Scientific Real-world Inquiry (SSRI) learning model in improving problem-solving skills. This study used a quasi-experimental pretest-posttest non-equivalent control group design, which involved measuring problem-solving skills before and after the intervention in two groups: the experimental group (44 students) with a socio-scientific real-world inquiry learning model and the control group (46 students) with inquiry learning. Differences in pretest and posttest scores on each aspect of problem-solving skills were analyzed using a paired sample t-test, while an independent sample t-test was used to compare posttest scores between the two groups. Analyze the effect size of each aspect of problem-solving skills in the control group and experimental group using Cohen's Effect Size (ES). The results showed that the SSRI learning model was significantly more effective in improving problem-solving skills than inquiry learning. The findings suggest that SSRI can be an effective learning approach for empowering educators and guiding educational policymakers in fostering essential problem-solving skills for future generations. |
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| ISSN: | 1648-3898 2538-7138 |
