Model Pembelajaran Inkuiri Terbimbing Berbantuan Liveworksheets untuk Scientific Reasoning Ability Peserta Didik Kelas V Sekolah Dasar

Fadila Wuristi Ajeng, Dwi Yuniasih Saputri, Sukarno Sukarno

Abstract

This study was motivated by the suboptimal scientific reasoning ability of students regarding the properties of light. The purpose of this study was to determine the effect of a guided inquiry learning model assisted by Liveworksheets on the scientific reasoning ability of fifth-grade elementary school students regarding the properties of light. This study employed a quasi-experimental method with a nonequivalent control group design, involving 26 students in the experimental class and 35 students in the control class. Data were collected through tests, observations, and documentation, and analyzed using prerequisite tests, hypothesis testing (independent samples t-test), effect size, and N-Gain. The prerequisite tests indicated that the data were normally distributed and homogeneous. The hypothesis test showed a significance value of 0.001 < 0.05, so H0 was rejected. The average N-Gain for the experimental class was 0.64 (moderate category), higher than the control class at 0.40 (moderate category), with an effect size of 1.608 (large category). The experimental class also outperformed the control class across all reasoning indicators, including conservation, proportional, variable control, probabilistic, correlational, and hypothetical-deductive reasoning. The guided inquiry learning model supported by Liveworksheets proved more effective in improving students' scientific reasoning ability than the discovery learning model. Teachers can implement this model as an innovative alternative in science education to develop elementary school students' scientific reasoning ability.

Keywords

Guided Inquiry Learning Model; Liveworksheets; Scientific Reasoning Ability; Light Properties; Elementary School.

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DOI: https://doi.org/10.20961/ddi.v14i6.126619

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