Implementation of Inquiry-Based Learning in Science Influences on Conceptual Understanding in Terms of Self-Efficacy of School Students

Abstract

The study aimed to examine the differences in the effect of the Inquiry Based-Learning model compared to the direct learning model on understanding concepts in Science in terms of elementary school students' self-efficacy. Research method with ANOVA design experiment. This research was conducted at Pondok Benda Elementary School, South Tangerang, Banten. The sample consisted of 4th- grade elementary school students (Number=111, ages 10-11 years). Data analysis technique of two-way variance and continued with the Tukey test for a significance level of α = 0.05. To test the normality of the data using the Lilliefors test and to test the homogeneity of the data using the Bartlett results.