SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS.

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RESEARCH PAPER

Submitted as Requirement to Obtain Degree of SarjanaPendidikan in International Program on Science Education Study Program

By:

Eka K. Damayanti 1002393

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2014

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Oleh

Eka Kartika Damayanti

Sebuahskripsi yang diajukanuntukmemenuhisalahsatusyaratmemperolehgelar SarjanaPendidikan di FakultasPendidikanMatematika

danIlmuPengetahuanAlam

©Eka Kartika Damayanti 2014 UniversitasPendidikan Indonesia

Agustus 2014

HakCiptadilindungiundang-undang.

Skripsiinitidakbolehdiperbanyakseluruhnyaatausebagian, dengandicetakulang, dofoto kopi, ataucaralainnyatanpaizindaripenulis

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JUNIOR HIGH SCHOOL STUDENTS

Eka Kartika Damayanti 1002393

Approved and Authorized by, Supervisor 1

H. Hayat Sholihin, M. Sc., Ph. D.

NIP.195711231984031001

Supervisor II

Dr. Phil Ari Widodo, M. Ed

NIP.196705271992031001

Perceived,

Head of International Program on Science Education Study Program

Dr. Diana Rochintaniawati, M.Ed

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Eka Kartika Damayanti, 2014

SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF

JUNIOR HIGH SCHOOL STUDENTS

Eka Kartika Damayanti

International Program on Science Education Indonesia University of Education

[email protected]

ABSTRACT

Scientific inquiry skills are components that cannot be separated with scientific method and inquiry learning. Since inquiry-based learning becoming popular, scientific inquiry skills development obtain attentions from teachers and curriculum developer. This research is aimed to give useful information about scientific inquiry skills improvement of junior high school students. Quantitative descriptive research method has been administered in school with KTSP curriculum and in school with Cambridge IGCSE. As many as 244 students have been participated as sample, which are chosen by random sampling technique. An instrument which derived and developed from scientific inquiry skills by Wenning (2007) has been validated and used to obtain data. By the assistance of ANATES software, the result has been presented and analyzed with the result as follow: (1) Generally, there was a fluctuated trend in scientific inquiry skills improvement of junior high school students. The scores obtained are 48.5% for grade 7; 45.5% for grade 8; 53.3% for grade 9. Yet, from 9 stages in scientific inquiry skills, some skills underwent improvement pattern but most of them are fluctuated. (2) It is found that samples from school with Cambridge IGCSE curriculum implementation showed an improvement pattern (score 47.0% -- 50.5% -- 62.5%), while school with KTSP implementation was not perform the same pattern (score 49.2% -- 42.5% -- 44.7%). This research is expected to be useful for teachers and also to enrich references in the study of scientific inquiry skills to be developed in future research.

Keywords: Cambridge science IGCSE, junior high school, KTSP, scientific inquiry skills, improvement pattern

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

Page

SHEET OF LEGITIMATION ... i

DECLARATION ... ii

ABSTRACT ... iii

PREFACE ... iv

ACKNOWLWDGEMENT... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... ix

LIST OF TABLES ... x

LIST OF APPENDICES... xii

CHAPTER I: INTRODUCTION ... 1

A. Background ... 1

B. Identification of Problem ... 3

C. Research Problem and Questions ... 3

D. Limitation of Problem ... 4

E. Research Objectives... 4

F. Signinificance of Research ... 4

CHAPTER II: SCIENTIFIC INQUIRY SKILLS ... 6

A. Scientific Inquiry Skills is a Component of Scientific Literacy... 6

B. Stages of Scientific Inquiry ... 7

C. Factors Affecting Scientific Inquiry Skills ... 8

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

E. Scientific Inquiry Skills, Inquiry based Learnng,

and Curriculum... 13

F. The Importance of Assessment in Education... 14

G. Kurikulum Tingkat Satuan Pendidikan ... 15

H. Cambridge International General Certificate of Secondary Education... 16

CHAPTER III: METHODOLOGY ... 18

A. Research Method and Design ... 18

B. Population and Sample ... 18

C. Operational Definition ... 19

D. Research Instruments ... 20

E. Data Collection ... 24

F. Data Processing ... 24

G. Data Analysis ... 24

H. Research Scheme... 25

CHAPTER IV: RESULT AND DISCUSSION ... 26

A. The Improvement of Students Scientific Inquiry Skills From Grade 7 to 9 ... 26

B. The Effect of Curriculum Implementation Towards Improvement of Scientific Inquiry Skills during Junior High School ... 43

CHAPTER V: CONCLUSION AND RECOMMENDATION ... 61

A. Conclusion ... 61

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

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REFERENCES ... 63

APPENDICES ... 68

LIST OF TABLES Page Table 2.1 – Comparison of Inquiry Learning Models... 11

Table 2.2 –Definition of Bloom’s Revised Taxonomy ... 13

Table 2.3 – Cognitive Revised Domain ... 14

Table 3.1 – Sample amount Involved in Data Collection ... 19

Table 3.2 – Used Test Item in Data Collection ... 23

Table 4.1 –Improvement of Students’ Scientific Inquiry Skills ... 27

Table 4.2 – Interception of Scientific Inquiry Skills and Outcome Expected in Curricula ... 44

Table 4.3 – Scientific Inquiry Skills of Students from Schools With Different Curriculum Implementation ... 47

Table 4.4 –Improvement of Students’ Scientific Inquiry Skills with Different Curriculum Implementation ... 49

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Eka Kartika Damayanti, 2014

SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Page

Figure 3.1 – Research Scheme ... 25 Figure 4.1 – Scientific Inquiry Skills Improvement Pattern of

Grade 7 to 9 ... 28 Figure 4.2 – Improvement Pattern of Skill Identifying Problem

to be Investigated ... 30 Figure 4.3 – Improvement Pattern of Skill Using Induction, Formulate

A Hypothesis of Model Incorporating Logic and Evidence ... 32 Figure 4.4 – Improvement Pattern of Skill Using Deduction, Generate a

Prediction from a Hypothesizer Model ... 33 Figure 4.5 – Improvement Pattern of Skill Designing Experimental

Procedures to Test the Prediction ... 34 Figure 4.6 – Improvement Pattern of Skill Conducting Scientific Experiment,

Observation or Simulation ... 35 Figure 4.7 – Improvement Pattern of Skill Collecting Meaningful Data,

Organizing, and Analyzing Data Accurately and Precisely .... 37 Figure 4.8 – Improvement Pattern of Skill applying Numerical and

Statistical Methods to Numerical Data to Reach and Support

Conclusion... 38 Figure 4.9 – Improvement Pattern of Skill Explaining any Unexpected

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Results ... 40

Figure 4.10 – Improvement Pattern of Skill Using Available Technology, Report, Displays, and Defends the Results of an Investigation to Audiences that Might Include Proffessionals and

Technical Experts ... 42 Figure 4.11 – Scientific Inquiry Skills Improvement Pattern of

Grade 7 to 9 based on Different Curriculum Implementation 51 Figure 4.12 – Dramatic Decrement of Scientific Inquiry Skill no. 6 in

School with KTSP Implementation ... 55 Figure 4.13 – Significant Improvement of Scientific Inquiry Skill no.6 in

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Eka Kartika Damayanti, 2014

SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES

Page

A. ADMINISTRATION ... 67

Appendix A.1 – Letter of Reference 1 ... 67

Appendix A.2 – Letter of Reference 2 ... 68

B. INSTRUMENT JUDGEMENT FORM ... 69

Appendix B.1.1 – Instrument Judgement Form 1 ... 70

Appendix B.1.2 – Instrument Judgement Form 2 ... 71

C. RESEARCH INSTRUMENT ... 72

Appendix C.1 – Proposed Test Items ... 73

Appendix C.2 – Used Test Items ... 92

D. DATA CALCULATION PRINT OUT ... 99

Appendix D.1 – Data Calculation for Grade 7 ... 100

Appendix D.2 – Data Calculation for Grade 8 ... 109

Appendix D.3 – Data Calculation for Grade 9 ... 118

Appendix D.4 – Data Calculation of KTSP School ... 129

Appendix D.4 – Data Calculation of Cambrigde IGCSE School ... 142

E. DOCUMENTATION ... 152

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

A. Background

Science instruction conducted at school was usually only „chalk and talk‟. Sometimes, there were experiment, but it is not constructing knowledge, because it is done after the teacher delivers the concept, or known as verification laboratory instruction (Blanchard et al., 2010). This make many researchers think how the best ways to teach science are. Many researchers donate their finding for development of education, because one of sector that can keep a nation dignified is when it citizens are literate.

The process of learning has been occurring since human are born, even though formal education are usually begin in age 6. In Indonesia, students are usually learning science since elementary school, as integrated science. They starting learn science more seriously in junior high school as they enter adolescence stage, the stage when there are improvements in executive functioning, which involves higher-order cognitive activities such as reasoning, making decisions, thinking critically, and monitoring one‟s cognitive progress (Kuhn & Franklin in Santrock, 2008).

In line with knowledge of child development stages, instruction has been move to students centered teaching learning activity. Teaching and learning activity of science should match with what stage the students are, so the learning objectives can meet the ideal condition or known as „meaningful learning‟. Unfortunately, based on survey by Organization for Economic Cooperation and Development (OECD, 2012) about six level of science proficiency, there is no Indonesian student that is in level 5 above. It shows that science proficiency of Indonesian students is low.

Indonesia government through Minister of Education has already done many efforts to fix this problem. They revise curriculum into the latest one,

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

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and development of science education have simultaneously occurred. Science education has been developed from behaviorist to constructivist models. One of the most known is inquiry-based learning model. This model has been implemented in first world-countries since long time ago. For instance, in Cambridge Secondary 1 Science Curriculum Framework, „scientific inquiry‟ is always emphasized in every stage. They put so much attention to the importance of scientific inquiry. Lately, this model is also being adopted by developing countries, such as Indonesia. This is written in Permendikbud No. 65 issued by Kementrian Pendidikan dan Kebudayaan Indonesia (2013) about standard of process, that to strengthen scientific and thematic-integrated approach, implementation of discovery/inquiry learning is needed. The importance of inquiry-based learning is now already written in documented curricula in most countries, including Indonesia. The fact that inquiry-based learning is emphasized in the newest curriculum of Indonesia indicates the high demand of scientific inquiry skills for Indonesian students.

Whether or not a curriculum is effective in developing scientific inquiry skills of the students, it is not merely underpinned by the curriculum, but also about how it is implemented. One of many ways to make science teaching and learning run well is by making well-planned teaching and learning preparation, in shorter words, a good lesson plan. There are many factors should be considered in making lesson plan, including students readiness and way of thinking. If the teachers know the apperception and initial abilities of the students, the lesson planned will be straightforward to the target expected.

Related with assessment, it is absolutely expected that as the grade is increasing, their scientific inquiry skills are increased as well. However, this ideal achievement sometimes cannot be obtained due to many factors. Students which familiar with inquiry-based learning, sure are expected to obtain higher proficiency of scientific inquiry skill. In implementation of inquiry-based model, teacher must know the stage of their skills in scientific inquiry. This is to avoid the lesson which is planned too high or too low from what stage the

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students are. Students may become bored if they think that what they learn is „piece of cake‟. Or students may become „space out‟ because they do not understand what they not understand because what they learn is too high.

Demand of data for education development requires teamwork of all educational participants, including researcher. Since science teaching and learning is one of very important subject to prepare students for international competitions, it is a must for all educators to make science is worth to be learned.

Those considerations show that information (data) is required to assist teacher to prepare and conduct science, and inspire the author of this paper to conduct research about scientific inquiry skills improvement of junior high school students.

B. Identification of Problem

Science is not only the matter of reading facts from book and memorizing, but also a set of process which requires many skills to be mastered. Scientific inquiry skills are very important skill for students to be aced, because they will start learn to use their mind when they retrieve information. Scientific inquiry skills are skills supposed to be possessed by junior high school students, because in this beginning of formal operational stage, students are starting to have consciousness to learn things that they think is important.

Poor result in international survey of science and mathematics literacy such as PISA and TIMSS, make the author think that it is needed to investigate the improvement of scientific inquiry skills of junior high school students, so the result can be used as evaluation for teachers and education stakeholder in improving the quality of Indonesian education system. Despite its importance, in Indonesia there is still rare research about improvement of scientific inquiry skills. This condition arouses the author to do research about scientific inquiry skills improvement of junior high school students.

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focused on “How does students‟ scientific inquiry skills improve during Junior High School?”.

Research questions that will be satisfied in doing this research are:

1. How is the improvement of students‟ scientific inquiry skills from grade 7 to 9?

2. How is/are the effect of curriculum implementation towards improvement of scientific inquiry skills during junior high school?

D. Limitation of problem

1. This research focused on measuring the improvement of students‟ scientific inquiry skills during junior high school, from grade 7 to 9.

2. This research also will investigate effect of curriculum implementation towards scientific inquiry skills from grade 7 to 9.

3. Scientific inquiry skills which will be measured here are based on stages of scientific inquiry suggested by Wenning (2007: 22).

E. Research Objectives

Objectives of the research are:

1. Investigating improvement pattern of students‟ scientific inquiry skills from grade 7 to 9.

2. Investigating if there is/are any effect of curriculum implementation toward scientific inquiry skills of junior high school students.

F. Significance of Research

1. Students involved in this research hopefully can be get used with question that requires inquiries skill and can train their thinking skill. Their experience in working with their mind will be richer rather than doing exercise with content-based assessment instrument.

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2. This research can hopefully assist teacher to define in which stage of scientific inquiry the junior high school students are, so that teacher can prepare and conduct science teaching based on students apperception, readiness, and initial abilities both in content mastery and scientific inquiry skills.

3. School administrator may use the data as consideration for making school policy about teaching and learning program, especially in implementing curriculum to enhance scientific inquiry skills.

4. Hopefully, finding of this research can assist future researcher that having research interest about scientific inquiry skills or inquiry-based learning, and generally in science education.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

METHODOLOGY

A. Research Method and Research Design 1. Research Method

Large number of students was involved in this research, so it met the requirements to be said as quantitative research. No treatment was given during data collection. A set of instrument was used to measure scientific inquiry skills improvement of junior high school students. Shortly, quantitative descriptive method (Creswell, 2011; Gay et al., 2009) has been administered in this research.

2. Research Design

It used survey research design, which is a procedure in quantitative research in which investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population (Creswell, 2011:377).

As explained in Creswell (2011), the type of survey design that has been used here was cross-sectional survey design, where 3 groups of junior high school students consist of 7th grader, 8th grader, and 9th grader will be compared. Inferential statistics is needed to draw an inference about condition that exist in a population from study of a sample drawn from the population (Minium, 1993: 3).

B. Population and Sample

This research was conducted in two schools. School A is a junior high school located in Bandung, while school B is a junior high school located in

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Bogor. School A was implementing KTSP while school B is implementing Cambridge IGCSE curriculum.

Population covered by this research is all students of those schools, from grade 7 until 9, while the samples are representatives of each grade from each school.

Random sampling technique was conducted. According to the information given by teachers in each school, the distribution of high and low achievers are even in each class (there were no high achiever nor low achiever class). This homogenous distribution makes the researcher much easier to take the sample.

Here is the amount of sample taken to represent the population in this research.

Table 3.1 - Sample Amount Involved in Data Collection

C. Operational Definition

Some terms that are often used in this research will be explained as below.

1. Scientific inquiry refers to the way of how people develop their knowledge or solving problems through empirical ways.

2. Scientific inquiry skills refer to people ability to develop their knowledge or solving problems through empirical ways, which described in several

Grade School Total

A B

7 50 34 84

8 51 35 86

9 39 35 74

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stages. These skills can be measured by several ways; one of them is by administering paper-pencil test.

3. Students improvement that will be investigated here is how students scientific inquiry skills tends to develop, included how of each skill are develop and factors that most possibly affect the improvement.

D. Research Instrument

An instrument consisted of 18 test item was used in this research. Since there are 9 skills in Scientific Inquiry Skills, each skill is represented by two test items.

The test items consist of questions that will represent the stages of scientific inquiry skills by Carl J. Wenning (2007). Multiple choice test items are used because there are a lot of samples required and hopefully data analysis will be more precise and easier for statistical analysis.

Many steps have been conducted during instrument development process. There were two major steps in developing the research instrument, i. e. composing the test item and validity test. Thorough explanation about the steps will be elaborated as below.

1. Developing the Instrument

It took a long time to come to a set of final instrument that ensured to measure scientific inquiry skills of junior high school students.

a. Literature research

A lot of supportive reference was needed to help the researcher construct basic idea of the measurement. During this step, discussion with the experts such as Carl J. Wenning was often conducted.

b. Instrument judgment

To ensure that the test items have meet the requirements and the skill representation of 9 stages in scientific inquiry skills suggested by Carl J. Wenning, judgment of instrument has done by two lecturers of

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International Program on Science Education, Faculty of Mathematics and science Education – Indonesia University of Education.

During judgment process, a lot of notes and revisions have been passed through until come to 55 test items that will be tested to students in order to know the validity, reliability, and difficulty level of the instrument.

2. Validity Test

a. Data collection

A set of instrument which has been set through development and judgment was tested to a group of students. The participants in this instrument test are 30 people of 8th grader in a Junior High School in Bandung.

b. Analysis of instrument test

Result of instrument test was analyzed using ANATES software. There are some important points that took much attention in order to make a final instrument for real data collection. Some points that emphasized there were:

1) Validity

Anderson in Arikunto (2011) said that a test is valid if it measure what it purpose to measure. It was emphasized in Arikunto (2011:85) that a test is said having validity if the result matches the criterion, or there is linearity between the test and the criterion.

Manually, the formula used to measure item tests validity is correlation product moment by Computational Formula for The Correlation Coefficient from raw scores (Minium, 1993; Sriyati, 2013):

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SCIENTIFIC INQUIRY SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

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�= � −( ) ( )

(� 2−₍ ₎2 � 2−₍ ₎2

Where:

= sum of all students in that item = sum of total score of students

� = sum of all students

= score of each student in that item = total score of each student

� = Coefficient of validity

2) Level of Difficulty

Arikunto (2011:223) said that a good test instrument is neither too easy nor too difficult. A number that represent the difficulty of a test instrument is called as difficulty index. The scale of difficulty index is from 0 until 1. 0 is for the easiest and 1 for the hardest.

3) Reliability

Anderson et al. in Arikunto (2012) said that the validity and reliability are requirements for a test. In development of a test instrument, validity and reliability are two important things. Validity is important, and reliability is needed (Arikunto, 2012:101). A test might be reliable but invalid, but a test that is valid usually reliable.

4) Discriminating Power

The purpose of the instrument development is to measure something. It is needed to distinguish whether or not

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the students are high or low achievers in term of their advancement in scientific inquiry skills test items.

c. Revision

While test instrument was judged by experts and tested to a group of students, revisions and literature review have been done to select the most appropriate test items for measuring scientific inquiry skills. Statistical calculation becomes one of main consideration in choosing the test items.

After judgment and validation process, there are 18 items selected to be the fixed instrument for data collection. The following tables will show the distribution of scientific inquiry skill tested in certain test item. These test items was selected from test items in appendix C.1, and become final research instrument shown in appendix C.2.

Table 3. 2 - Used Test Items in Data Collection

No. Scientific Inquiry Skill

Test Item No. 1 Identify a problem to be investigated. 1,2 2 Using induction, formulate a hypothesis or model

incorporating logic and evidence. 3,4

3 Using deduction, generate a prediction from the

hypothesizer model. 5,6

4 Design experimental procedures to test the prediction. 7,8 5 Conduct a scientific experiment, observation or

simulation. 9,10

6 Collect meaningful data, organize, and analyze data

accurately and precisely. 11,12

7 Apply numerical and statistical methods to numerical

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8 Explain any unexpected results. 15,16

Using available technology, report, displays, and defends the results of an investigation to audiences that might include professionals and technical experts.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu E. Data Collection

Data collection was following cross-sectional survey research design by Creswell (2011) and Gay et al. (2009). Scientific inquiry skills test item was given to samples from grade 7, 8 and 9 in each school. Students are given 60 minutes to fill the test items and not allowed to discuss with each other to ensure that their answer are purely represent their scientific inquiry skills.

F. Data Processing

Data proceeded by using ANATES software to know the percentage ratio of each test item that can be answered correctly by the students. In each test item, increment and decrement pattern are analyzed so the conclusion of scientific inquiry skills improvement can be inferred.

G. Data Analysis

Data obtained in this research was analyzed based on descriptive way (Creswell, 2011). Since there are two research questions satisfied in the research, both of them have been analyzed thoroughly.

This research focused on how scientific inquiry skills are improved during junior high school, so the score of the test items became parameter of

students’ scientific inquiry skills improvement. Score of grade 7, 8, and 9 are

compared to see the improvement pattern as elaborated in cross-sectional research survey (Gay et al., 2009).

The score of both schools were also compared to see whether or not curriculum implementation gives effect toward improvement of scientific inquiry skills of the students.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu H. Research Scheme

Figure 3.1 Research Scheme Literature Study

Identification of Problem and Research

Seminar of Research Proposal

Development of Research Instrument

Instrument validation

Valid Invalid

Data Collection

Data Processing and Analysis

Conclusion

Seminar of Final Research Paper

Preparation phase

Core phase

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

A research about improvement of scientific inquiry skills of junior high school students has been conducted based on standardized research procedure. The following conclusions are obtained.

First, it is found that there are three pattern of scientific inquiry skills improvement of junior high school students; improved, fluctuated, and decreased. Skill no (1), (2), and (3) show improvement pattern while skill No. (3), (4), (5), (6), (7), and (9) show fluctuated pattern. For skill no (8), it is even decreased. Over all, it can be said that a fluctuated pattern of scientific inquiry skills improvement in junior high school students has been occurred. It is proved that grade 8 has lower score than grade 7.

Second, it is found that curriculum implementation affect the improvement of scientific inquiry skills during junior high school. Finding of this research shows that school with Cambridge IGCSE curriculum implementation obtain better improvement pattern than students from school with KTSP curriculum. However, this is merely the effect of curriculum implementation in those schools; do not represent the quality of the curricula themselves.

B. Recommendation

Finished with this research, there are some recommendations for future research as written in the following paragraphs.

Scientific inquiry skills are a set of skills that is very complex and involves many aspects. It will be better for further research to use more than one measurement instrument to measure the improvement of scientific inquiry

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skills, so the profile of the improvement can be analyzed from many points of view.

Research instrument of scientific inquiry skills can be developed to become better. Further development of the instrument requires a lot of time and energy. It is better if the instrument development process and data collection are done by a team, so all hob description can be satisfied, because research in this area surely need assistance of two or three people for collecting data with so many sample amount.

The usage of statistical software such as SPSS and ANATES are very useful when working with huge number of samples. It is very good idea to use these software as assistance in doing statistical analysis.

During data collection, sometimes there are annoying students who always disturb the other. It is better for students that if someone already finishes with the test item, they may leave the class, so they cannot disturb the other.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

Anderson, L. W., Krathwol, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R., Pintrich, P., et al. (2001). A Taxonomy for Learning, Teaching, and

Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison longman, Inc.

Arikunto, S. (2012). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Aubuson, P. (2011). An Australian Science Curriculum: Competition, Advances

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