The influence of inquiry-based learning on Indonesian students’ attitude towards science

Abstract

Firstly, this study examined changes in Indonesian high school students’ attitude towards science after the implementation of inquiry-based learning (IBL). Using a quasi-experimental approach, TOSRA questionnaires were administered before and after intervention to access changes on students’ attitude. The results indicate IBL did not have a positive impact on students’ attitude towards science. Secondly, this study describes an attempt to discover factors limiting or supporting the implementation of IBL in Indonesian classrooms practice. Qualitative analysis of observation and teacher’s interview data was performed. Our findings reported that time, questioning techniques, task difficulties, insecurity of self-directed learning, and experience with group influenced IBL lessons’ implementation.