Networked-Based Inquiry: An Effective Physics Learning in the New Normal COVID-19 Era in Indonesia

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  • Author(s): Festiy; Novitra, Fuja; Yohandri; Asrizal
  • Language:
    English
  • Source:
    International Journal of Instruction. Apr 2022 15(2):997-1016.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Gate Association for Teaching and Education. e-mail: [email protected]; Web site: http://e-iji.net/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      High Schools
      Secondary Education
      Grade 10
    • Subject Terms:
      Physics; Foreign Countries; Science Instruction; 21st Century Skills; High School Students; Secondary School Science; COVID-19; Pandemics; School Closing; Online Courses; Barriers; Educational Technology; Technology Uses in Education; Science Teachers; Technological Literacy; Inquiry; Constructivism (Learning); Video Technology; Grade 10; Thinking Skills; Critical Thinking; Creative Thinking; Cooperative Learning; Interpersonal Communication
    • Subject Terms:
      Indonesia
    • ISSN:
      1694-609X
    • Abstract:
      This research aims to investigate the effectiveness of Networked-based Inquiry model on 21st-Century Skills and learning outcomes of physics students in senior high school. This research was a quasi-experimental with non-equivalent control group and 2x3 factorial design. One hundred twenty students participated in this research. Research instruments were 21st-Century Skills assessment sheets and learning outcomes test items. Descriptive statistics and two-way ANOVA tests with a significance level of 5% were used to analyze the research data. The average level of students' 21st-Century Skills at the end of the experimental term in the experimental group was 85 and the average N-Gain scores was 0.64. Two-way ANOVA test results showed that the experimental group and the control group had a significant difference in 21st-Century Skills level (p=0.000). There was no significant difference in the level of 21st-Century Skills of students in each experiment group (p=0.438). There was no interaction between Networked-based Inquiry variable and school category variable in determining the level of 21st-Century Skills (p=0.774). Learning outcomes test result showed the average scores of cognitive competence in the experimental group was 79.00 and percentages of completeness was 93%. The findings conclude that the model is effective in improving 21st -Century Skills and learning outcomes and can be used as a solution in the New Normal COVID-19 era.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1341680