Impak Pembelajaran berasaskan Inkuiri terhadap Pencapaian Pelajar dalam Pembelajaran Matematik
Abstract
Pembelajaran berasaskan inkuiri ialah kaedah di mana pelajar meneroka maklumat sedia ada untuk meningkatkan pemahaman mereka sendiri. Dengan menggunakan kaedah ini, pelajar digalakkan untuk berfikir secara kritis, kreatif dan inovatif, serta menjadi lebih berpusatkan murid. Kajian terdahulu mendapati bahawa majoriti guru masih menggunakan kaedah tradisional. Oleh itu, tujuan kajian literatur bersistematik ini adalah untuk mengumpulkan trend kesan pembelajaran berasaskan inkuiri terhadap pencapaian matematik pelajar sepanjang tempoh 2019 hingga April 2023. Dengan menggunakan pangkalan data SCOPUS dan WOS, 17 artikel yang berkaitan dengan pembelajaran berasaskan inkuiri telah dipilih. Model PRISMA digunakan dalam proses mencari bahan literatur. Hasil analisis menunjukkan bahawa pembelajaran berasaskan inkuiri mempunyai kesan positif terhadap prestasi matematik pelajar.
References
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Archer-Kuhn, B., Lee, Y., Finnessey, S., & Liu, J. (2020). Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. Teaching & Learning Inquiry, 8(1), 187-207.
Aryal, H. P. (2022). The Effect of Inquiry-Based Learning on Calculus I Students' Math Anxiety. Ohio University.
Baker, C. K., Galanti, T. M., Kraft, T., Holincheck, N., Hjalmarson, M., & Nelson, J. K. (2022). Researchers as coaches: Developing mathematics teaching capacity using MEAs for STEM integration. Investigations in Mathematics Learning, 14(1), 28-48.
Bogar, Y. (2019). Literature review on inquiry-based learning in science education. Uluslararası Bilim ve Eğitim Dergisi, 1(2), 91-118.
Chen, Y. -., & Tippett, C. D. (2022). Project-based inquiry in STEM teaching for preschool children. Eurasia Journal of Mathematics, Science and Technology Education, 18(4).
Chicharro, F. I., Giménez, E., & Sarria, I. (2019). The enhancement of academic performance in online environments. Mathematics, 7(12).
Dorier, J. L., & Maass, K. (2020). Inquiry-based mathematics education. Encyclopedia of mathematics education, 384-388.
Drijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., van der Ree, H., Doorman, M. (2021). Distance mathematics teaching in flanders, germany, and the netherlands during COVID-19 lockdown. Educational Studies in Mathematics, 108(1-2), 35-64.
Evendi, E., Al Kusaeri, A. K., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7).
Goodchild, S., Apkarian, N., Rasmussen, C. et al. (2021). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. J Math Teacher Educ 24, 231–252.
Huang, L., Doorman, M. & van Joolingen, W. (2021). Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. Int J of Sci and Math Educ 19, 1505–1521.
Hyland, D., van Kampen, P., & Nolan, B. (2023). Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course. International Journal of Mathematical Education in Science and Technology, 54(2), 250-276.
Ismail, M. J., Anuar, A. F., Yusof, R., Yon, N. F. M., & Peter, O. (2021). Exerting Inquiry Based Learning Method in Improving Gifted Students’ music Recorder Skill. Quantum Journal of Social Sciences and Humanities, 2(2), 11-24.
Jeong, J. S., & González-Gómez, D. (2021). Flipped-ocn method in mathematics learning to analyze the attitudes of pre-service teachers. Mathematics, 9(6).
Jerry, F. C., & Jamaludin, K. A. (2021). Pelaksanaan Pembelajaran Berasaskan Inkuiri Kritis Dalam Mata Pelajaran Matematik. Jurnal Dunia Pendidikan, 3(2), 386-400.
Jumaat, N. F., & Saupian, Y. (2022). Pembelajaran Berasaskan Inkuiri dalam Meningkatkan Kemahiran Literasi Sains dan Pencapaian Murid menerusi Persekitaran Pembelajaran dalam Talian. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(1), 73-84.
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Khasawneh, A. A., Al-Barakat, A. A., & Almahmoud, S. A. (2023). The impact of mathematics learning environment supported by error-analysis activities on classroom interaction. Eurasia Journal of Mathematics, Science and Technology Education, 19(2).
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Kitchen, R., Martinez-Archuleta, M., Gonzales, L., & Bicer, A. (2021). Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities. Education Sciences, 11(11), 710.
Kucuk, Z. D., Yabas, D., Bozoglu, H. S., & Corlu, M. S. (2021). The impact of the earlySTEM program on teacher and student outcomes: The role of teachers' involvement in the program development. International Journal of Education in Mathematics, Science and Technology, 9(3), 371-405.
Lin, S., & Chiu, C. -. (2020). Heuristic projects in open learning environments: Time phase in individual and collective determinants. Eurasia Journal of Mathematics, Science and Technology Education, 16(1).
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1).
McDonald, P. A., & Smith, J. M. (2020). Improving mathematical learning in Scotland’s Curriculum for Excellence through problem posing: an integrative review. Curriculum Journal, 31(3), 398–435.
McKinney, P. (2021). Inquiry-based learning in Higher Education.
Muttalip, D. A. A. (2020). Pelaksanaan Pendekatan Pengajaran Terbeza Dalam Kalangan Guru Bahasa Melayu Yang Mengajar Di Sekolah Rendah Pedalaman Kategori 3 (The Implementation Ddiffrentiated Instruction Approaches among Malay Language Teachers’s in RuraL Elementary School Category 3). Jurnal Pendidikan Bahasa Melayu, 10(2), 29-42.
Radu, I., & Schneider, B. (2019). What can we learn from augmented reality (AR)? Benefits and drawbacks of AR for inquiry-based learning of physics. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-12).
Robinson, J.M., Aldridge, J.M. (2022). Environment–attitude relationships: girls in inquiry- based mathematics classrooms in the United Arab Emirates. Learning Environ Res 25, 619–640.
Rozali, N. A., & Abd Halim, N. D. (2019). Kesan Pembelajaran Berasaskan Inkuiri Dengan Integrasi Video Terhadap Pencapaian Pelajar Dalam Pembelajaran Matematik (Effect of Inquiry Based Learning with Video Integration towards Students’ Achievement in Learning Mathematics). Innovative Teaching and Learning Journal (ITLJ), 3(2), 42-60.
Stanberry, M. L. (2018). Active learning: A case study of student engagement in college calculus. International Journal of Mathematical Education in Science and Technology, 49(6), 959-969.
Thangjai, N., & Worapun, W. (2022). Developing Inquiry Learning Characteristics of Grade 7 Students Using Integrated 5E's of Inquiry-Based Learning and Game-Based Learning. Journal of Educational Issues, 8(1), 137-150.
Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2023). Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2).
Zweers, I., Huizinga, M., Denessen, E., & Raijmakers, M. (2019). Inquiry-based learning for all: A systematic review of the effects of inquiry-based learning on knowledge, skills, attitudes and behavior of students with social-emotional and behavioral difficulties in primary and secondary education.
Archer-Kuhn, B., Lee, Y., Finnessey, S., & Liu, J. (2020). Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. Teaching & Learning Inquiry, 8(1), 187-207.
Aryal, H. P. (2022). The Effect of Inquiry-Based Learning on Calculus I Students' Math Anxiety. Ohio University.
Baker, C. K., Galanti, T. M., Kraft, T., Holincheck, N., Hjalmarson, M., & Nelson, J. K. (2022). Researchers as coaches: Developing mathematics teaching capacity using MEAs for STEM integration. Investigations in Mathematics Learning, 14(1), 28-48.
Bogar, Y. (2019). Literature review on inquiry-based learning in science education. Uluslararası Bilim ve Eğitim Dergisi, 1(2), 91-118.
Chen, Y. -., & Tippett, C. D. (2022). Project-based inquiry in STEM teaching for preschool children. Eurasia Journal of Mathematics, Science and Technology Education, 18(4).
Chicharro, F. I., Giménez, E., & Sarria, I. (2019). The enhancement of academic performance in online environments. Mathematics, 7(12).
Dorier, J. L., & Maass, K. (2020). Inquiry-based mathematics education. Encyclopedia of mathematics education, 384-388.
Drijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., van der Ree, H., Doorman, M. (2021). Distance mathematics teaching in flanders, germany, and the netherlands during COVID-19 lockdown. Educational Studies in Mathematics, 108(1-2), 35-64.
Evendi, E., Al Kusaeri, A. K., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7).
Goodchild, S., Apkarian, N., Rasmussen, C. et al. (2021). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. J Math Teacher Educ 24, 231–252.
Huang, L., Doorman, M. & van Joolingen, W. (2021). Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. Int J of Sci and Math Educ 19, 1505–1521.
Hyland, D., van Kampen, P., & Nolan, B. (2023). Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course. International Journal of Mathematical Education in Science and Technology, 54(2), 250-276.
Ismail, M. J., Anuar, A. F., Yusof, R., Yon, N. F. M., & Peter, O. (2021). Exerting Inquiry Based Learning Method in Improving Gifted Students’ music Recorder Skill. Quantum Journal of Social Sciences and Humanities, 2(2), 11-24.
Jeong, J. S., & González-Gómez, D. (2021). Flipped-ocn method in mathematics learning to analyze the attitudes of pre-service teachers. Mathematics, 9(6).
Jerry, F. C., & Jamaludin, K. A. (2021). Pelaksanaan Pembelajaran Berasaskan Inkuiri Kritis Dalam Mata Pelajaran Matematik. Jurnal Dunia Pendidikan, 3(2), 386-400.
Jumaat, N. F., & Saupian, Y. (2022). Pembelajaran Berasaskan Inkuiri dalam Meningkatkan Kemahiran Literasi Sains dan Pencapaian Murid menerusi Persekitaran Pembelajaran dalam Talian. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(1), 73-84.
Kandil, S., & Işıksal-Bostan, M. (2019). Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry. International Journal of Mathematical Education in Science and Technology, 50(4), 557-576.
Khalaf, B. K., & Mohammed Zin, Z. B. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545-564.
Khasawneh, A. A., Al-Barakat, A. A., & Almahmoud, S. A. (2023). The impact of mathematics learning environment supported by error-analysis activities on classroom interaction. Eurasia Journal of Mathematics, Science and Technology Education, 19(2).
Kiss, A. (2022). Complex Mathematics Education: An Integrated and Inquiry-Based Mathematics Teaching Method. Can. J. Sci. Math. Techn. Educ. 22, 758–772.
Kitchen, R., Martinez-Archuleta, M., Gonzales, L., & Bicer, A. (2021). Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities. Education Sciences, 11(11), 710.
Kucuk, Z. D., Yabas, D., Bozoglu, H. S., & Corlu, M. S. (2021). The impact of the earlySTEM program on teacher and student outcomes: The role of teachers' involvement in the program development. International Journal of Education in Mathematics, Science and Technology, 9(3), 371-405.
Lin, S., & Chiu, C. -. (2020). Heuristic projects in open learning environments: Time phase in individual and collective determinants. Eurasia Journal of Mathematics, Science and Technology Education, 16(1).
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1).
McDonald, P. A., & Smith, J. M. (2020). Improving mathematical learning in Scotland’s Curriculum for Excellence through problem posing: an integrative review. Curriculum Journal, 31(3), 398–435.
McKinney, P. (2021). Inquiry-based learning in Higher Education.
Muttalip, D. A. A. (2020). Pelaksanaan Pendekatan Pengajaran Terbeza Dalam Kalangan Guru Bahasa Melayu Yang Mengajar Di Sekolah Rendah Pedalaman Kategori 3 (The Implementation Ddiffrentiated Instruction Approaches among Malay Language Teachers’s in RuraL Elementary School Category 3). Jurnal Pendidikan Bahasa Melayu, 10(2), 29-42.
Radu, I., & Schneider, B. (2019). What can we learn from augmented reality (AR)? Benefits and drawbacks of AR for inquiry-based learning of physics. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-12).
Robinson, J.M., Aldridge, J.M. (2022). Environment–attitude relationships: girls in inquiry- based mathematics classrooms in the United Arab Emirates. Learning Environ Res 25, 619–640.
Rozali, N. A., & Abd Halim, N. D. (2019). Kesan Pembelajaran Berasaskan Inkuiri Dengan Integrasi Video Terhadap Pencapaian Pelajar Dalam Pembelajaran Matematik (Effect of Inquiry Based Learning with Video Integration towards Students’ Achievement in Learning Mathematics). Innovative Teaching and Learning Journal (ITLJ), 3(2), 42-60.
Stanberry, M. L. (2018). Active learning: A case study of student engagement in college calculus. International Journal of Mathematical Education in Science and Technology, 49(6), 959-969.
Thangjai, N., & Worapun, W. (2022). Developing Inquiry Learning Characteristics of Grade 7 Students Using Integrated 5E's of Inquiry-Based Learning and Game-Based Learning. Journal of Educational Issues, 8(1), 137-150.
Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2023). Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2).
Zweers, I., Huizinga, M., Denessen, E., & Raijmakers, M. (2019). Inquiry-based learning for all: A systematic review of the effects of inquiry-based learning on knowledge, skills, attitudes and behavior of students with social-emotional and behavioral difficulties in primary and secondary education.
Published
2023-10-31
How to Cite
RAKAVAN, Kyirrtana; MAAT, Siti Mistima.
Impak Pembelajaran berasaskan Inkuiri terhadap Pencapaian Pelajar dalam Pembelajaran Matematik.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 3, p. 121-135, oct. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/24020>. Date accessed: 24 jan. 2025.
Section
Articles
