Subject: English Language and Teaching Strategy

The Lecturer: Ayu Indari, S.Pd. I, M.Hum

INQUIRY LEARNING

Compiled by:

Group 6
• Esi Audya Usaida : 0304192043
• Mawaddah Afifah Husna Rambe : 0304192040
• Risna Febriani : 0304192041

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHING TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA
MEDAN
2021
 PREFACE

Praise and gratitude we say to Allah SWT. for all the blessings and grace
we recieved and to the Prophet Muhammad SAW., who have brought us from the
dark ages to the bright times as it is today. We are still given the opportunity to be
able to completed this paper entitled “Inquiry Learning”. We made this paper in
order to meet the completion of assignment in English Teaching and Learning
Strategy course. We thank our lecturer, Ayu Indari, S.Pd. I, M.Hum, who had guide
us in this course.

In writing this paper, we realizes that this paper is still not perfect, both from
the way of writing and its contents. Therefore, we hope this paper will be useful
and we welcome some constructive criticis and suggestions to make a better one.

Medan, September 23th 2021

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 TABLE OF CONTENT

PREFACE ....................................................................................................... i
TABLE OF CONTENT ................................................................................. ii
CHAPTER I : INTRODUCTION ................................................................ 1
1.1 Background of Study ........................................................................ 1
1.2 Problem Formulation ........................................................................ 1
1.3 Purpose ............................................................................................. 2
CHAPTER II : DISCUSSION ...................................................................... 3
2.1 Definition .......................................................................................... 3
2.2 Characteristics of Inquiry Learning .................................................. 4
2.3 Principles of Inquiry Learning .......................................................... 5
2.4 The Advantages and Disadvantages ................................................. 6
2.5 The Stages of Inquiry Learning Model ............................................. 7
CHAPTER III : CONCLUSION .................................................................. 8
REFERENCES ............................................................................................... 9

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 CHAPTER I
INTRODUCTION

1.1 Background of Study

The success of the learning process cannot be separated from the ability
of teachers to develop learning models that are oriented towards increasing the
intensity of student involvement effectively during the learning process.
Developing the right learning model basically aims to create learning conditions
that allow students to learn actively so that students can achieve optimal learning
outcomes. To be able to develop an effective learning model, every teacher must
have adequate knowledge regarding the concepts and ways of implementing these
models in the learning process. The use of appropriate learning models can increase
students motivation in doing assignments and of course provide convenience for
students to achieve better learning outcomes.
Inquiry learning is a learning activity that involves maximally all
students' abilities to seek and investigate things systematically, critically, logically,
and analytically. This learning model is very suitable to make students involved and
active during the learning process. Of course, with the inquiry learning model,
students in the future can formulate the problems they face and solve them with
their own abilities.

1.2 Problem Formulation

1. What is the meaning of inquiry
2. What are the characteristics of the inquiry learning model?
3. What are the principles of the inquiry learning model?
4. What are the advantages and disadvantages of the inquiry learning model?
5. What are the stages of inquiry learning?

1.3 Purpose
The purpose of this paper is to understanding more about inquiry learning. As we
know, in this day and age, the inquiry learning method is often used with the aim
of making the learning system more effective. Also to understand the

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characteristics of the inquiry learning model, the principle in the inquiry model,
the advantages and disadvantages of the inquiry learning model, and the stages of
inquiry model.

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 CHAPTER II
DISCUSSION

2.1 Definition
Inquiry learning is a learning activity that facilitates students to ask
questions, conduct investigations or searches, experiments to research
independently to get the knowledge they need. In this model, students are directed
to be able to find out for themselves the material presented in learning by asking
questions and independent investigations. Inquiry has been described as a teaching
method which combines student-centred, hands-on activities with discovery (Uno,
1990). . Inquiry-based learning fosters the development of independent learners, by
encouraging students to take responsibility for their own learning. Based on the
principles of the scientific method, in inquiry-based learning students observe a
phenomenon, synthesise research questions, test these questions in a repeatable
manner and finally analyse and communicate their findings (Uno, 1990; Weaver,
Russell, & Wink, 2008 in Smalhorn dkk 2015).
Nurdyansyah (2016), in his book cites several opinions of experts who
state that the inquiry process is an investigative process by seeking truth and
knowledge that requires critical, creative thinking and intuition. The inquiry
learning model involves and provides opportunities for students to develop their
curiosity and explore and investigate a phenomenon (Ridwan Abdul Sani, 2013).
Vygotsky (Slavin, 2009) asserts that learning occurs when children learn to handle
tasks that have not been learned but those tasks are within the range of their abilities
(zone of proximal development). Scaffolding, namely providing assistance to
children during the early stages of learning then reducing and providing
opportunities for children to take greater responsibility after the child can do it.
Guided inquiry learning (guided inquiry) is an intervention zone where specific
instructions and assistance are given to guide students in gathering information to
complete the task and then gradually reduce it according to the development of
student experience. John Dewey (Kuhlthau, 2007) explains that education is not
just telling and being told but an active and constructive process.

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2.2 Characteristic of Inquiry Learning
Characteristics of the Inquiry Based Learning model according to Gulo
(2002) are as follows: a. driving question or problem, b. interdisciplinary focus, c.
authentic Investigation, d. production of artifacts and exhibits, e. collaboration
Inquiry Based Learning organizes teaching around discovery and solving of
socially important and meaningful problems personally for students. The
investigated problem was chosen because the solution requires students to explore
many subjects. Investigation Authentic that seeks to find real solutions to real
problems. Participant students must analyze and define the problem, develop
hypotheses and make predictions, gather and analyze information, carry out
experiments, make references, and draw conclusions.
The results of the investigation are in the form of products in the form
of understanding with construct things that can explain or represent solutions. The
product can take the form of a mock debate, it can take the form of a reports,
physical models, videos, or computer programs that will later described, designed
by students to demonstrate tell others what they have learned and provide
alternatives which is refreshing for mandatory papers or traditional exams.
Collaboration or cooperation provides motivation for ongoing engagement in
complex tasks and increase opportunities for dialogue together, and to develop
various social skills.
The qualities or characteristics that students want to emerge from
in this Inquiry Learning environment, according to Neil Postman and Charles
Weingartner in Nuhardi, et al, (2009) are:
1) Confident in their learning abilities.
2) Enjoys trying to solve problems.
3) Trust in your own judgment and don't just rely on judgments of others and
the environment.
4) Not afraid to be wrong.
5) Don't hesitate to answer.
6) Flexibility of view.
7) Appreciate facts and be able to distinguish between fact and opinion.

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 8) Don't feel the need to get final answers to all questions and feel more
comfortable when you don't know the answer from difficult questions than
just accepting too many answers simplified.

2.3 Principles of Inquiry Learning

The sagala (2009) states that the principles of learning used changed the
old approach to a new one, as those approaches led to a psychological discussion.
This approach refers to the conditions and situations of learners in learning
processes, the incubation approach advances psychological and represents the
conditions and situations of learners in the learning process. As the age progresses,
the approach of learning has now undergone many changes.
According to sanjaya (2010) incubation usage should be noted some
principles, those include:
1. Oriented intellectual development
The primary purpose of the incubation strategy is the development of mindfulness.
This learning strategy, apart from being results-oriented, also focuses on learning
processes. The successful criteria of the learning process using an incubation
strategy are not determined to what extent the student can master the lesson
materials, but to what extent the student is actively seeking and finding.
2. The principle of interaction
The learning process is essentially an interaction process, both student interaction
and student interaction with teacher even between student and ward. Learning as an
interaction process means putting the teacher not as a learning resource but as the
ward setter or administrator of the interactions itself.
3. Questions
The teacher's role in using the incubation model is the teacher's question. Because
the student's ability to answer each question is basically part of the process of
thinking.
4. Principles of learning to think
Learning is not just a number of facts, but learning is a process of thinking (learning
how to think)Develops the potential of the entire brain, both the left and the 55 right
brain. Learning to think is a user and a user maximum brain.

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5. The principle of openness
Learning is a process of trying out the possibility, that everything is possible.
Therefore, children should be given the freedom to try according to the developing
ability of logic and reason. Meaningful learning is learning that provides various
possibilities as hypotheses that should be verified. The teacher's job is to provide
space to give students a chance to develop a hypothesis and openly prove the truth
of the hypothesis posed.

2.4 The Advantage and Disadvantage

1. Advantages
According to arikunto (2014) stated that the advantages are:
1) this learning is a learning that emphasizes the balanced development of
cognitive, affective, and psychologyy aspects, so that learning by study is
regarded meaningful.
2) this study can give students room to learn according to their learning style.
3) this study is a strategy considered to fit the psychological development of
modern learning that considers study to be a process of changing behavior
thanks to experience. Another advantage is to be able to cater to the needs
of students who are above average. This means that students who have good
learning skills will not be hampered by students who are weak in learning.
2. Disadvantages
According to arikunto (2014):
1) it is difficult to control the activities and success of students.
2) it is difficult in planning learning by falling into the student's habit of
learning.
3) sometimes in implementing it, it takes time it is long, so often the teacher
has difficulty adjusting it to a set amount of time.

2.5 Stages of Inquiry Learning Model

The development of this Inquiry learning model helps students to be
able to develop the necessary intellectual discipline and skills by asking questions
and getting answers on the basis of their curiosity. In providing attention and

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assistance to students to conduct independent investigations, an organized way is
needed. What is expected is that students ask why the event occurred, then obtain
and process the data logically. Thus students can develop intellectual strategies that
can be used to get answers to their wonders. Inquiry learning models can be given
at every age level, with different levels of difficulty and different problems.
The Inquiry Learning Model can be carried out in a "teacher directed"
setting or combined with a more "self-directed" learning environment. For this
reason, students must have access to the materials needed and be able to work in
groups. The teaching methods commonly used by teachers in this approach include
the method of discussion and assignment. Discussions to solve problems are carried
out by a small group of students (between 3-5 people) with the direction and
guidance of the teacher.
This activity is carried out at face-to-face or during scheduled activities.
Thus in the inquiry approach the communication model used is not one-way
communication or communication as an action but multi-way communication or
communication as a transaction.

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 CHAPTER III
CONCLUSSION

Inquiry learning is a learning activity that facilitates students to ask

questions, conduct investigations or searches, experiments to research
independently to get the knowledge they need. In this model, students are directed
to be able to find out for themselves the material presented in learning by asking
questions and independent investigations.
1. Advantages
According to arikunto (2014) stated that the advantages are:
4) this learning is a learning that emphasizes the balanced development of
cognitive, affective, and psychologizing aspects, so that learning by study
is regarded Much more meaningful.
5) this study can give students room to learn according to their learning style.
6) this study is a strategy considered to fit the psychological development of
modern learning that considers study to be a process of changing behavior
thanks to experience. Another advantage is to be able to cater to the needs
of students who are above average. This means that students who have good
learning skills will not be hampered by students who are weak in learning.
2. Disadvantages
According to arikunto (2014):
1. it is difficult to control the activities and success of students.
2. it is difficult in planning learning by falling into the student's habit of
learning.
3. sometimes in implementing it, it takes time it is long, so often the teacher
has difficulty adjusting it to a set amount of time.

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 REFERENCES

Collier, Carol. Kuhlthau. Leslie K. Maniotes, Ann K. Caspari. (2015). Guided

Inquiry. California: ABC-Clio.
Duncan, Golan Ravit. Clark A. Chinn. (2021). International Handbook of Inquiry
and Learning. New York: Routlege.
Nurdyansyah. (2016). Inovasi Model Pembelajaran. Sidoarjo: Nizamia Learning
Center
Nilakusmawati, Desak Putu Eka. Ni Made Asih. (2012). Kajian Teoritis Beberapa
Model Pembelajaran. Math and Science Faculty of Udayana University: Badung,
Bali.