Teacher Representation in Applying Inquiry Learning (LoI) to Improve Students^ Scientific Reasoning about Human Organ Systems for High School students S Martini1 *, I Kaniawati2, S Anggraeni3, dan AR Wulan4 1SMA Negeri 20, Jl. Citarum No. 23 Bandung 40115, Indonesia. 2Departemen Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia 3Departemen Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia 4Departemen Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia
Universitas Pendidikan Indonesia
Abstract
Abstract. Inquiry learning is one of the learning methods to develop students^ reasoning, which is one of the 21st-century student learning skills in the current curriculum of Indonesia. This study provides an overview of the implementation of inquiry learning carried out by high school teachers and its relation to students^ reasoning. Data collections have been carried out on high school biology teachers who still have not gone training on inquiry learning and teachers who have not gone through similar training. Based on the teachers^ answers to the questions submitted, in general, teachers are familiar with inquiry learning and its levels of inquiry- know and understand the principles and concepts of inquiry levels in inquiry-based learning- 88.24% of teachers experience difficulties in preparing inquiry-based learning plans, especially in the preparation of worksheets, and the construction of assessment instruments- 94.12% of teachers have a hard time in implementing inquiry-based learning- also most teachers agree that inquiry-based learning can train students^ scientific reasoning and critical thinking skills. This study provides recommendations that high school teachers need to be well informed about levels of inquiry in inquiry-based learning.
Keywords: Levels of Inquiry, Inquiry Based Learning
