A Study of Needs for the Development of Science Instructional Model Using Blended Inquiry–Based Learning to Enhanced Solving Problem Ability and Integrated Scientific Process Skills for Undergraduated Students
Keywords:
Science instructional model, Blended learning, Inquiry-based learning, Solving problem abilities, Integrated scientific process skillsAbstract
The purpose of this research was to study and analyze the needs and background information related to the concept of developing a blended science teaching and learning model together with the quest for knowledge learning to promote problem-solving abilities. Problems and skills of integrated scientific processes. Due to the situation of the covid 19 outbreak from the documents and people involved. The sample consisted of 30 students, 3 science teachers, 2 science teaching experts, and 3 science teachers. The tools used in the research consisted of a document analysis form, a survey of students' opinions towards science teaching management, and an interview form with science teachers, science teaching specialists, and science teachers. Analyze the data using mean, percentage, and content analysis. The concept used in the development of instructional models is the ADDIE Model, together with Dick Carey, and Carey, and research and development. The model consists of 5 components. The nature of blended learning is a combination of face-to-face and online learning and the 5 keys characteristics of inquiry-based learning were used together in the design of learning activities. The component that represents the ability to solve problems consists of 6 elements and integrated scientific process skills consist of 5 skills. For the study of the opinions of students, it was found that teaching and learning science should allow learners to practice. Both theory and practice are measured and evaluated and online learning shouldn't take a long time. There is an exchange of ideas and there are activity sheets or exercises for learners to review and the level of solving problem ability and integrated scientific process skills were moderate. The opinion of science lecturers, science teaching experts, and science teachers found that learners should be able to practice and participate. Instructors may define situations or create problems to enable students to practice problem-solving abilities and integrate scientific process skills. Instructors should prepare materials with appropriate and adequate equipment and give the advice to consult with students.
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