Identifying Barriers to Guided Inquiry-Based Physics: A Case Study of 21st – Century Pedagogical Gaps in Indonesian Middle Schools
DOI:
https://doi.org/10.23960/jpf.v13i2.11Keywords:
Needs Analysis, Guided Inquiry, Physics Learning, Conventional Learning, Critical Thinking SkillsAbstract
Despite the 21st-century mandate for critical thinking, physics instruction in many developing regions remains stagnant in conventional methods. This study conducts a rigorous needs analysis for implementing the guided inquiry model at an Indonesian middle school. Using a qualitative descriptive approach with 3 physics teachers and 32 students, the study revealed a significant “pedagogical paradox”: while 75% of students expressed a high preference for experimental learning, 100% of teachers still relied on teacher-centered lectures due to a lack of operational inquiry training and laboratory kits. Thematic analysis identified three critical barriers: instructional time constraints, facility deficits, and low teacher self-efficacy in inquiry syntax. These findings offer a scalable “Needs Analysis Framework” for rural science education, providing a roadmap for policy-makers to bridge the gap between curriculum ideals and classroom reality in similar global context.
References
Ariani, T. (2020). Kasuari: Physics Education Journal (KPEJ) Universitas Papua Analysis of Students' Critical Thinking Skills in Physics Problems. 3(1), 117. http://jurnal.unipa.ac.id/index.php/kpej
Ariani, T., & Agustini, D. (2018). Differences in Physics Learning Outcomes Using the Student Team Achievement Division (STAD) Learning Model Guided Inquiry Model at Air Lesing State Junior High School. 72-81. Website:http://ojs.unm.ac.id
Brown, S., Saxena, D., Wall, P.J., Roche, C., Hussain, F., Lewis, D. (2022). Data Collection in the Global South and Other Resource-Constrained Environments: Practical, Methodological and Ethical Challenges. In: Zheng, Y., Abbott, P., Robles-Flores, J.A. (eds) Freedom and Social Inclusion in a Connected World. ICT4D 2022. IFIP Advances in Information and Communication Technology, vol 657. Springer, Cham. https://doi.org/10.1007/978-3-031-19429-0_37
Brown, S., Saxena, D., & Wall, P. J. (2024). Data collection in the global south: practical, methodological, and philosophical considerations. Information Technology for Development, 30(3), 379–399. https://doi.org/10.1080/02681102.2023.2185581
Cahyani, K., Srigustini, A., & Sartika, S. H. (2024). Optimizing Students' Critical Thinking Abilities through the Guided Inquiry Learning Model. 3(4), 581–592.
Cooper, A., Swartz, S., & Mahali, A. (2019). Disentangled, decentred and democratised: Youth Studies for the global South. Journal of Youth Studies, 22(1), 29–45. https://doi.org/10.1080/13676261.2018.1471199
Endang Lovisia, I., & Hasil, T. (2018). The effect of guided inquiry learning model on learning outcomes. 2. DOI : https://doi.org/10.31539/spej.v2i1.333
Erinal, K. X., & Bandar, K. (n.d.). This research aimed to: (1) Abstract: 1, 1–13. (http: //lubisgrafura.wordpress .com /2007 /09 /20 pembelajaran- dengan-model-siklus-belajar- learning-cycle/, diakses 30 januari 2013).
Harahap, H. S., & Harahap, N. A. (2021). The effect of guided inquiry and modified free inquiry learning models on students' critical thinking skills in environmental pollution material at SMA Negeri 1 Kotapinang. Bio-Lectura: Journal of Biology Education, 8(2), 119-128.
Khartaningtyas, G. R., & Rosdiana, L. (2020). Students' responses to the implementation of guided inquiry learning models. Pensa: E-Journal of Science Education, 8(2), 188-193. https://doi.org/10.1186/s43031-021-00043-w
Lovisia, E. (2018). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar. SPEJ (Science and Physic Education Journal), 2(1), 1-10. http://journal.um.ac.id/index.php/jptp p/article/view/10745
Lovisia, E. (2019). Penerapan Model Pembelajaran Kooperatif Tipe Studentteams achievement division (STAD) pada pembelajaran fisika siswa kelas X SMA Negeri 7 Lubuklinggau. Silampari Jurnal Pendidikan Ilmu Fisika, 1(1), 1-12.
Nurhasanah, C., Iwanda, S., & Malika, H. N. (2022). 1, 2, 3 1. 8(24), 430–440. OI: https://doi.org/10.5281/zenodo.7494585
Pujiana, E., Rohaeti, E., Asmiati, L., Sari, D. R., & Syahana, S. (2024). The Role of Communication Skills in Guided Inquiry Process to Improve Critical Thinking Skills. 10(3), 1458–1464. https://doi.org/10.29303/jppipa.v10i3.6351
Samudra, G. B., Suastra, I. W., & Suma, K. (2014). Problems Faced by High School Students in Singaraja City in Learning Physics e-Journal of the Postgraduate Program, Ganesha University of Education. 4. http://citeseerx.ist.psu.edu/viewdoc
Siahaan, F. E., & Pane, E. P. (2021). Application of a scientific approach based on the guided inquiry learning model to improve the soft skills of physics education students. Jurnal Basicedu, 5(6), 5877-5884. http://bajangjournal.com/index.php/JOEL
Silaban, A., Simanjuntak, M. P., Silaban, A., & Simanjuntak, M. P. (2018). The Effect of Guided Inquiry Learning Model on Science Process Skills and Understanding. 7(1), 20–24. 23 http://jurnal.unimed.ac.id/2012/index.php/jpf
Triana, J., Matematika, F., Alam, P., & Surabaya, U. N. (2013). Implementation of the Guided Inquiry Learning Model on Students' Critical Thinking Skills in Physics Learning on Static Fluid Material in Grade XI at Sidoarjo 2 State High School Asri Trisna Puspita, Budi Jatmiko Abstract. 02(03), 121–125. http://www.agungprudent.wordpress.com
Trisna, D., & Tri ariani, S. (2019). Direct Instruction Model with Probing Prompting Technique: Impact on Physics Learning Outcomes of Grade X Students at Lubuklinggau 4 Public High School. 1(1), 24–37. https://ojs.stkippgri-lubuklinggau.ac.id/index.php/SJPIF/
Tsekleves, Emmanuel. (2021). Opportunities and the future for global challenge design. In Editor (Ed.), Design for Global Challenges and Goals (13). Routledge.
Yanti, O. F., Charitas, R., & Prahmana, I. (2017). Problem-Based Learning Model, Guided Inquiry, and. 2(2), 120–130. http://jrpm.uinsby.ac.id
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Jurnal Pembelajaran Fisika
This work is licensed under a Creative Commons Attribution 4.0 International License.
