The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the pa...

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Main Authors: E. T. Ong, B. L. Keok, J. Yingprayoon, C. K.S. Singh, M. T. Borhan, S. W. Tho
Format: Article
Language:English
Published: Universitas Negeri Semarang 2020-03-01
Series:Jurnal Pendidikan IPA Indonesia
Subjects:
inquiry learning
5e
primary science
magnet
Online Access:https://journal.unnes.ac.id/nju/index.php/jpii/article/view/21330
id doaj-d393b20682344dfd8d1f230004d54124
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spelling doaj-d393b20682344dfd8d1f230004d541242020-11-25T02:03:00ZengUniversitas Negeri Semarang Jurnal Pendidikan IPA Indonesia2339-12862089-43922020-03-019111010.15294/jpii.v9i1.213309591The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 StudentsE. T. Ong0B. L. Keok1J. Yingprayoon2C. K.S. Singh3M. T. Borhan4S. W. Tho5Sultan Idris Education UniversitySK Sultan Idris II, Kuala Kangsar, PerakSuan Sunandha Rajabhat University, BangkokSultan Idris Education University, PerakSultan Idris Education University, PerakSultan Idris Education University, PerakThe aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.https://journal.unnes.ac.id/nju/index.php/jpii/article/view/21330inquiry learning5eprimary sciencemagnet
collection DOAJ
language English
format Article
sources DOAJ
author E. T. Ong
B. L. Keok
J. Yingprayoon
C. K.S. Singh
M. T. Borhan
S. W. Tho
spellingShingle E. T. Ong
B. L. Keok
J. Yingprayoon
C. K.S. Singh
M. T. Borhan
S. W. Tho
The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students
Jurnal Pendidikan IPA Indonesia
inquiry learning
5e
primary science
magnet
author_facet E. T. Ong
B. L. Keok
J. Yingprayoon
C. K.S. Singh
M. T. Borhan
S. W. Tho
author_sort E. T. Ong
title The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students
title_short The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students
title_full The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students
title_fullStr The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students
title_full_unstemmed The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students
title_sort effect of 5e inquiry learning model on the science achievement in the learning of “magnet” among year 3 students
publisher Universitas Negeri Semarang
series Jurnal Pendidikan IPA Indonesia
issn 2339-1286
2089-4392
publishDate 2020-03-01
description The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.
topic inquiry learning
5e
primary science
magnet
url https://journal.unnes.ac.id/nju/index.php/jpii/article/view/21330
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