The Development of Student's Academic Achievement and Scientific Process Skills Grade 4 on the State of Matter by an Inquiry-based Learning Management (5E)

Abstract

The objectives of this research were: 1) to compare scientific process skills in the topic of states of matter among fourth-grade students before and after learning; 2) to compare academic achievement in the topic of states of matter among fourth-grade students who received 5E inquiry-based learning before and after learning. The sample consisted of 18 fourth-grade students selected by purposive sampling. The tools used were a 5E inquiry-based learning plan, a scientific process skills assess-ment, and a science achievement test. The data analysis statistics were per-centage, mean, standard deviation, and t-test (dependent sample).
The results of the study found that students' scientific process skills scores increased on average, with complete scores for all 8 skills. The average score after learning was higher than before learning, with an average of 17.17. The average aca-demic achievement score of the sample group after learning was also higher than the average score before 5E inquiry-based learning on the topic of states of matter, with a value of 16.94. This was statistically significant at the 0.5 level. This suggests that 5E inquiry-based learning affects the academic achievement of science subjects for fourth-grade students.