Analysis of Students' Science Process Skills in Inquiry-Based Learning Assisted by Scaffolding via Cueing Techniques on the Topic of Heat
DOI:
https://doi.org/10.31004/anthor.v5i6.1570Keywords:
Science Process Skills, Cueing, Scaffolding, Inquiry-Based Learning, Heat-Related SubjectAbstract
Students' science process skills (SPS) in physics instruction require further strengthening, particularly in topics that necessitate experimental activities, such as heat. This study aims to describe the development of students' SPS following the implementation of inquiry-based learning supported by "cueing" scaffolding, and to identify the factors contributing to the improvement of these skills. The research employed a quantitative descriptive design with a single group (no comparison class), involving 22 students in Phase F at MAN 4 Batang Hari over the course of three sessions. Data were collected using an SPS observation sheet (covering the skills of observing, measuring, classifying, and drawing conclusions) and an instructional implementation observation sheet (tracking teacher and student activities), which were then analyzed descriptively for each session. From the first to the third session, the percentage of students demonstrating the "observing" indicator rose from 48.8% to 82.9%; "measuring" increased from 51.1% to 79.5%; "classifying" grew from 56.8% to 86.3%; and "drawing conclusions" improved from 64.7% to 85.2%. Scores for teacher activity increased from 2.43 to 3.85, while student activity scores rose from 2.14 to 3.71. Observations indicated that, early in the instruction, students frequently required teacher guidance; however, as their engagement increased, the need for such guidance diminished. Factors believed to have influenced the development of SPS include the tapering of teacher guidance in response to student needs, repeated experimental experience, and the students' growing familiarity with the stages of inquiry.
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