THE EFFECTIVENESS OF INQUIRY-BASED LEARNING IN PROXIMITY SENSOR PRACTICUM TO IMPROVE STUDENT UNDERSTANDING
DOI:
https://doi.org/10.15575/istek.v14i2.2604Keywords:
Inquiry Based Learning, Learning Effectiveness, Concept Understanding, N-Gain, Proximity Sensor, Electronics PracticumAbstract
Laboratory practicum is essential for understanding abstract concepts, and the Inquiry Based Learning model is often applied in this context. This study aims to measure the level of effectiveness of implementing inquiry based learning in an electronics practicum on analog proximity sensor material towards improving student concept understanding. This study uses a quantitative approach with a One-group pretest-posttest design involving 27 3rd-semester students from the Physics Department of UIN Sunan Gunung Djati Bandung. Data were analyzed using the Shapiro-Wilk normality test, hypothesis testing (paired t-test), and N-Gain analysis. The results showed that the pre-test (Sig. 0.054) and post-test (Sig. 0.089) data were normally distributed. The t-test showed a very significant difference (Sig. 0.000) between the pre-test (46.29) and post-test (73.70) mean scores. Despite a significant increase, the N-Gain Percent analysis showed an average effectiveness of 51.93%, which falls into the "Less Effective" category. There was a high disparity in results, where 37% of students were still "Not Effective". Factors such as the diversity of students' prior knowledge, material complexity, and guidance effectiveness were identified as causes for the non-optimal effectiveness. This study concludes that inquiry based learning needs to be integrated with differentiated learning).
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