Improving Student's Science Process Skills through Environment-Based Guided Inquiry on Biodiversity in Outdoor Learning
Saved in:
| Title: | Improving Student's Science Process Skills through Environment-Based Guided Inquiry on Biodiversity in Outdoor Learning |
|---|---|
| Language: | English |
| Authors: | Shopiah Dhuha Siregar, S. Saefudin, R. Riandi |
| Source: | Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia). 2025 11(3):841-847. |
| Availability: | Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Science Process Skills, Biodiversity, Inquiry, Environment, Outdoor Education, Grade 10, High School Students, Natural Resources, Program Effectiveness, Science Education, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2442-3750 2527-6204 |
| Abstract: | The integration of guided inquiry, outdoor learning, and diverse school environments is essential for enhancing students' Science Process Skills (SPS), particularly in biodiversity topics. This study aims to improve students' SPS through the implementation of Environment-Based Guided Inquiry in Outdoor Learning on biodiversity. The research was conducted at MAS Darul Ulum Sipaho using a one-group pretest-posttest design involving 19 students from class X MIA. The learning intervention was conducted in various school environments, including gardens and plantations, enabling students to interact directly with natural phenomena. The instrument used was a science process skills test consisting of 19 multiple-choice items and 2 essay questions, which had been validated by experts and tested for reliability and validity. The Wilcoxon signed-rank test and N-Gain analysis were performed to assess improvement. Results showed a significant improvement in students' SPS, with the mean pretest score of 43.79 rising to 90.11 in the posttest, and an N-Gain of 0.82 (high). The Wilcoxon test revealed a statistically significant difference (Z = -3.826, p < 0.001). Science process skills improved in all students, with 79% showing high gains and 21% moderate gains. All indicators increased; classification showed the highest gain (97%), while hypothesis formulation was the lowest (67%). |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486121 |
| Database: | ERIC |
| Abstract: | The integration of guided inquiry, outdoor learning, and diverse school environments is essential for enhancing students' Science Process Skills (SPS), particularly in biodiversity topics. This study aims to improve students' SPS through the implementation of Environment-Based Guided Inquiry in Outdoor Learning on biodiversity. The research was conducted at MAS Darul Ulum Sipaho using a one-group pretest-posttest design involving 19 students from class X MIA. The learning intervention was conducted in various school environments, including gardens and plantations, enabling students to interact directly with natural phenomena. The instrument used was a science process skills test consisting of 19 multiple-choice items and 2 essay questions, which had been validated by experts and tested for reliability and validity. The Wilcoxon signed-rank test and N-Gain analysis were performed to assess improvement. Results showed a significant improvement in students' SPS, with the mean pretest score of 43.79 rising to 90.11 in the posttest, and an N-Gain of 0.82 (high). The Wilcoxon test revealed a statistically significant difference (Z = -3.826, p < 0.001). Science process skills improved in all students, with 79% showing high gains and 21% moderate gains. All indicators increased; classification showed the highest gain (97%), while hypothesis formulation was the lowest (67%). |
|---|---|
| ISSN: | 2442-3750 2527-6204 |
