DENI OKTAVIA

ECHA PUTRI GUSNALDI

NURULLINA FAJRI

RESUME STRBEL

“INQUIRY LEARNING APPROACH “

A. Definition Of Inquiry Learning

Inquiry method is a way of delivering teaching materials by giving students the

opportunity to learn to develop their intellectual potential in the fabric of their own activities
to find something as a convincing answer to the problems faced by them through the process
of tracking data and information and logical, critical and systematic thinking.

The Inquiry method is a term in English, this is a technique or method used by the teacher
to teach in front of the class. The implementation is as follows: the teacher divides the task of
researching a problem into class. Students are divided into groups, and each group gets
certain tasks to do.

This method comes from John Dewey, the main purpose of this method is to provide
training to students in thinking. This method can avoid making hasty conclusions, weighing
the possibility of solving, and delaying decision making until there is sufficient evidence.

This inquiry method is a method that stimulates students to think, analyze a problem so
that they find a solution. In English it is called problem solving method. This method fosters
skills to see the exact reasons for a problem, so that in the end it can be found how to solve it.
Even this method is a method that fosters students to be able to think scientifically, which is a
way of thinking that follows certain levels in the nature of its completion. The ability to gain
insight can be trained and developed with this kind of teaching method.

The inquiry method was also developed by Suchman to teach students to understand the
research process. Suchman was interested in helping students conduct research independently
and in discipline. This is based on the idea that children always have a sense of curiosity.
Suchman wants students to question why an event occurred and examine it by collecting and
processing data logically. Thus, the inquiry method will strengthen the natural urge to explore
with great enthusiasm and with sincerity.

This method requires the ability to be able to see the cause or relationship between
various data, so that eventually it can find the opening key to the problem. Such activities are
characteristic of an intelligence activity. This method develops thinking skills that are
fostered by the opportunity to observe problems, collect data, analyze data, develop
hypotheses, look for relationships (data) that are missing from the collected data and then
draw conclusions as a result of solving the problem. Such a way of thinking is commonly
called a scientific way of thinking. The way of thinking that results in a conclusion or
decision that is believed to be true because the whole problem solving process has been
followed and controlled from the first data that was successfully collected and analyzed to
conclusions drawn or determined. Such a way of thinking can really be developed using
problem solving methods.

From the description above it can be concluded that the inquiry method is a teaching
method that provides opportunities for students to find out their own knowledge that they did
not know beforehand. While the purpose of the inquiry method is to help students develop
their intellectual and skills arising from questions and investigate them to get answers
according to their curiosity.

B. Purpose Of Inquiry Learning

The main purpose of using the inquiry learning method (problem solving) is to develop
the ability to think, especially in finding the cause and purpose of a problem. This method
trains students in ways to approach and ways to take steps when solving a problem, namely
by giving students the knowledge of practical skills that are valuable / useful for the needs of
everyday life. This method provides the basics of practical experience on how to solve a
problem and these skills can be applied to the needs of dealing with other problems in the
community.

In view of the above objectives, the solution to a problem should not be taught as
knowledge only, but must be a tool for students to be able to solve all problems themselves
that may be encountered, now and later, at school, at home or in the community.

Other objectives other than the main objectives mentioned above are:

1. Learn how to act in a new situation.

2. Learn how to get out of a difficult situation.
3. Learn how to consider a decision.
4. Learn how to limit problems.
5. Learn how to find solutions.
6. Learning to realize that every problem must have a certain way to solve it.
7. Learning to examine a problem from all angles of solving.
8. Learning to work systematically when solving a problem.
9. Learning to test the truth of a predetermined decision.

C. Characteristics of Inquiry Learning

The inquiry learning model is very suitable to be applied to the learning of high-level
thinking (HOTS, Higher Order Thinking Skills) and scientific approaches according to the
characteristics of the 2013 curriculum.
 Inquiry learning will be able to involve students' abilities optimally in learning, including
attitudes, knowledge, and skills of students to find and investigate things (can be objects,
humans, or events) systematically, critically, logically, and analytically.

The following are some of the characteristics or characteristics of inquiry learning.

1. Emphasize the process of finding and finding.

2. Knowledge is built by students through the search process.

3. The role of the teacher as a facilitator and guide for students in learning.

4. Emphasize the process of critical thinking and analytics to form conclusions.

D. Inquiry Learning Syntax

The steps of inquiry learning are divided into several stages as follows.

• Stage 1 Orientation

The teacher conditions so that students are ready to carry out the learning process,
explain the topics, objectives, and learning outcomes that are expected to be achieved by
students.

In addition, the teacher also explains the main activities that must be done by students
to achieve the objectives, explain the importance of the topic and learning activities. This
activity can be carried out in order to provide learning motivation to students.

• Stage 2 Formulate the problem

The teacher guides and facilitates students to formulate and understand the real
problems that have been presented.

• Stage 3 Formulate a hypothesis

The teacher guides students to develop hypothetical abilities by conveying various

questions that can encourage students to be able to formulate temporary answers or can
formulate various estimates of possible answers to a problem under study.

• Stage 4 Collect data

The teacher guides students by asking questions that can encourage students to think
about finding the information needed.

• Stage 5 Test the hypothesis

The teacher guides students in process the of determining answers that are considered
acceptable in accordance with the data and information obtained based on data collection.
 The most important thing in testing a hypothesis is measuring the level of confidence
of students for the answers given.

• Stage 6 Formulate conclusions

The teacher guides the students in the process of describing the findings obtained
based on the results of hypothesis testing.

In reaching accurate conclusions, teachers should be able to show students relevant

data.

REFERENCE

Slamento. 1993. Proses Belajar Mengajar Dalam Proses Kridit Semester. Jakarta : Bumi Aksara.
Roestiyah. 1991. Strategi Belajar Mengajar. Jakarta : Rineka Cipta.
Muhaimin. 1996. Strategi Belajar Mengajar. Surabaya : CV. Citra Media.
Djajadisastra. 1981. Metode-Metode Mengajar. Bandung : Angkasa.
Joyce And Weil. 1986. Models of Teaching. Prentice/Hall International e.