Authors: Sholikhan Sholikhan; I. Nyoman Sudana Degeng; Punaji Setyosari; Supriyono Koes Handayanto
Addresses: Department of Physics Education, Kanjuruhan University, Jl.S.Supriadi No. 48, Bandungrejosari, Sukun, Malang City, East Java, 65148, Indonesia ' Department of Education Technology, Universitas Negeri Malang, Indonesia ' Department of Education Technology, Universitas Negeri Malang, Indonesia ' Department of Physics Education, Universitas Negeri Malang, Indonesia
Abstract: The ability to solve problems is one of the skills required by learners in facing the challenges of the 21st century. Conceptual understanding is an integral part of problem-solving skills. Inquiry is a recommended learning strategy to gain an understanding of concepts in science learning. This research is an experiment, which compares learning strategy of guided inquiry or open inquiry to understanding the concept of physics. As a modular variable, self-regulated learning (SRL) is used. The research design uses factorial 3 × 2, and involving 298 students in Senior School of Malang City. Hypothesis uses 2-way ANOVA. The results showed: 1) there is a difference concept understanding between the use of guided inquiry learning strategy, free and conventional inquiry; 2) there is a difference of concept understanding between students having high SRL with low SRL; 3) there is influence between interaction of inquiry learning strategy with SRL to understanding concept.
Keywords: open inquiry; guided inquiry; conventional learning; self-regulated learning; SRL; understanding of physics concept.
International Journal of Learning and Change, 2020 Vol.12 No.2, pp.113 - 123
Received: 14 May 2018
Accepted: 30 Jul 2018
Published online: 13 Apr 2020 *