Improving Student Learning Outcomes using Guided Inquiry Teaching Materials Based on Sociocultural

Authors

  • Hartina Kusuma Dewi Muria Kudus University, 59327 Kudus, Central Java, INDONESIA
  • Su’ad Muria Kudus University, 59327 Kudus, Central Java, INDONESIA
  • Sri Utaminingsih Muria Kudus University, 59327 Kudus, Central Java, INDONESIA

DOI:

https://doi.org/10.53797/icccmjssh.v1i4.6.2022

Keywords:

Guided inquiry, student learning outcome, sociocultural

Abstract

A guided inquiry-based learning model is a learning model that refers to research activities and describes relationships between objects and events. The purpose of this study was to improve student learning outcomes in elementary social studies subjects using guided inquiry teaching materials with sociocultural insight. This type of research is quasi-experimental. The sampling technique used is the type of Cluster Random Sampling. The subject of the research was the fourth-grade students at Elementary School 5 Klumpit and Elementary School 7 Klumpit as the experimental class while Elementary School 3 Klumpit and Elementary School 6 Klumpit as the control classes. Gain test results showed that the experimental class got an average score of 0.597 in the medium category, while the control class got an average score of 0.236 in the low category. The significance value of the t-test is t-count = 3.784 > t-table = 1.990 and sig. (2-tailed) of 0.000 < 0.05, it can be concluded that there is a difference in the average student learning outcomes between the experimental class using sociocultural guided inquiry-based teaching materials and the control class without using sociocultural guided inquiry-based teaching materials. The suggestion from this research is that because these sociocultural guided inquiry-based teaching materials are effective in improving student learning outcomes, teachers can develop teaching materials with other sociocultural insights on other themes and subjects.

Downloads

Download data is not yet available.

References

Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology & Society, 20(1), 237-247.

Anugrah Putra, C. (2021). Improving Social Science Learning Outcomes Using Guided Teaching Model in Indonesian Context. Eurasian Journal of Educational Research, 93, 391-406.

Bernedette, U. C. U., Rita, A. N., & Ibe, O. S. (2019). Socio-cultural diversity as determinant of Social Studies students’ academic performance in Calabar, Cross River State, Nigeria. Educational Research and Reviews, 14(18), 688-696.

Calado, F. M., Scharfenberg, F. J., & Bogner, F. X. (2018). Science-technology-society-environment issues in German and Portuguese biology textbooks: influenced by the socio-cultural context?. International Journal of Science Education, Part B, 8(3), 266-286.

Güney, B. G., & Şeker, H. (2017). Discovering socio-cultural aspects of Science through artworks. Science & Education, 26(7), 867-887.

Jamilah, J., Hartono, H., & Susiaty, U. D. (2017). Komparasi Model Penemuan Terbimbing Dan Pembelajaran Langsung Terhadap Kemampuan Pembuktian Matematis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(2), 218-224.

Maknun, J. (2020). Implementation of Guided Inquiry Learning Model to Improve Understanding Physics Concepts and Critical Thinking Skill of Vocational High School Students. International Education Studies, 13(6), 117-130.

Mavuru, L., & Ramnarain, U. (2017). Teachers’ knowledge and views on the use of learners’ socio-cultural background in teaching Natural Sciences in Grade 9 township classes. African Journal of Research in Mathematics, Science and Technology Education, 21(2), 176-186.

Murugayya, C., & Nachiappan, S. (2022). Analysis of Problems in The Teaching and Learning of Science Process Skills Through Hermeneutic Method in SJK(T) from North Kinta District. ICCCM Journal of Social Sciences and Humanities, 1(1), 1–7. https://doi.org/10.53797/icccmjssh.v1i1.1.2022

Nugraha, E. S., Hartono, H., & Nuswowati, M. (2019). Improving Science Process Skills Through The Socio-Cultural Inquiry Model. Journal of Primary Education, 8(2), 192-199.

Nuswowati, M., Susilaningsih, E., Ramlawati, R., & Kadarwati, S. (2017). Implementation of problem-based learning with green chemistry vision to improve creative thinking skill and students’ creative actions. Jurnal Pendidikan IPA Indonesia, 6(2), 221-228.

Raharjo, H., Khairudin, M., & Abd Baser, J. (2018). The influence of problem-based learning and direct teaching on students’ learning outcomes. Jurnal Pendidikan Teknologi dan Kejuruan, 24(1), 62-71.

Sharma, S. (2016). Probability from a Socio-cultural Perspective. Statistics Education Research Journal, 15(2), 126-144.

Utaminingsih & Murtono. (2019). Higher Order Thinking Skills (HOTS) in GUSJIGANG Culture and Character of Kudus People. WESTECH. 1-7.

Utaminingsih, S., & Zuliana, E. (2018). Design of Thematic Integrative Learning Based On Local Advantage In Elementry School. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 9(1).

Wuryandani, S. A. W. (2020). Socio-cultural based learning module for critical thinking ability in elementary school: Systematic search. EDITORIAL BOARD, 10(2), 180.

Downloads

Published

2022-08-30

How to Cite

Dewi, H. K., Su’ad, & Utaminingsih, S. (2022). Improving Student Learning Outcomes using Guided Inquiry Teaching Materials Based on Sociocultural. ICCCM Journal of Social Sciences and Humanities, 1(4), 36–40. https://doi.org/10.53797/icccmjssh.v1i4.6.2022

Issue

Vol. 1 No. 4 (2022): August

Section

Articles

License

Copyright (c) 2022 Hartina Kusuma Dewi, Su’ad, Sri Utaminingsih

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Most read articles by the same author(s)

1 2 > >>