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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
Language: English
Authors: Anwari Adi Nugroho (ORCID 0000-0003-0950-5286), Sajidan (ORCID 0000-0001-6306-6849), Suranto (ORCID 0000-0003-4313-8627), Mohammad Masykuri (ORCID 0000-0003-3342-0485)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1464228
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PubType: Academic Journal
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  Data: The Effects of Socioscientific Inquiry Based Learning on Students' Problem-Solving Skills
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Anwari+Adi+Nugroho%22">Anwari Adi Nugroho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0950-5286">0000-0003-0950-5286</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sajidan%22">Sajidan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6306-6849">0000-0001-6306-6849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suranto%22">Suranto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4313-8627">0000-0003-4313-8627</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammad+Masykuri%22">Mohammad Masykuri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3342-0485">0000-0003-3342-0485</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Baltic+Science+Education%22"><i>Journal of Baltic Science Education</i></searchLink>. 2025 24(1):149-168.
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  Data: 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/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1648-3898<br />2538-7138
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Data: EJ1464228
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1464228
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 149
    Subjects:
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Social Influences
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Science Education
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      – SubjectFull: Biology
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      – SubjectFull: College Science
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: The Effects of Socioscientific Inquiry Based Learning on Students' Problem-Solving Skills
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