Guided Inquiry: Science Learning Techniques in Improving Elementary School Students' Process Skills and Concept Mastery

Abstract

This study aims to improve the science process skills and scientific attitudes of grade 3 elementary school students in Nurul Ilmi Jambi. The approach used in this study is quantitative with a quasi-experimental design. The population used in the study was grade 3 students of Nurul Ilmi Integrated Islamic Elementary School, with a total of 203 people from seven locations. The samples used were from two locations taken randomly, with a total sample of 58 people. Data were collected using test techniques for both process skill variables and concept mastery, namely using multiple choice questions of 25 questions each. Data analysis was carried out using N-gain and T-test on pretest and posttest scores. The results of the study showed that guided inquiry had a positive impact on the development of students' science process skills and concept mastery. Based on the N-gain test, SPS and concept mastery increased on average with the "moderate" category. Based on the T-test, it is known that each variable has a significant mean difference between the pretest and posttest tests. Therefore, at the end of this study, Guided Inquiry could be an alternative for teachers in an effort to Improve Elementary School Students' Process Skills and Concept Mastery in science subjects.