Meta-Analysis of Inquiry-Based Instruction Research

3rd International Conference on Mathematics, Science and Education 2016

数学;自然科学;教育

Hasanah, N.^1 ; Prasetyo, A.P.B.^1 ; Rudyatmi, E.^1

Biology Deparment, FMIPA Universitas Negeri Semarang, Jalan Raya Sekaran, Gunungpati-Semarang

50299, Indonesia^1

关键词: Dependent variables;    Educational research;    Inquiry-based instruction;    Methodological aspects;    Quantitative research;    Research instruments;    Research methodologies;    Sampling procedures;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/824/1/012066/pdf
DOI  :  10.1088/1742-6596/824/1/012066

来源: IOP

【 摘 要 】

Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.