The Effect of Guided Inquiry in Improving Science Process Skills in Chemistry Learning: a Literarure Review
Febry Zahara (a*), Momo Rosbiono (b*), Wawan Wahyu (c*)

a) Chemical education department, Indonesia University of Education. Setiabudi street No. 229 Bandung, West Java, Indonesia
*febryzahara[at]upi.edu
b,c) Lecturer in Faculty of Mathematics and Natural Sciences Educationt, Indonesia University of Education. Setiabudi street No. 229 Bandung, West Java, Indonesia
*mrrosbiono[at]upi.edu
*wawan_wahyu[at]upi.edu

Abstract

Science process skills (SPS) are students^ ability to apply scientific methods in understanding, developing and discovering knowledge. The application of SPS trains students to be able to find concepts, not just memorize concepts, so that students are able to apply KPS in real-world contexts. Students^ science process skills can be improved by applying a learning model that provides students with the ability to develop all of their abilities that are in line with all indicators in KPS , one of which is namely the inquiry guided learning model . This makes researchers interested in making a literature review on the relationship between SPS and chemistry learning using a guided inquiry model. Many articles discuss KPS for students, but little is known about literature reviews on this topic. This paper is a literature review that aims to determine the relationship between improving students^ KPS with student learning outcomes in chemistry learning using a guided inquiry model. Various studies at home and abroad, which are summarized in the results of the literature study, state that the integration of SPS with the guided inquiry model requires the active role of students to improve student learning outcomes, this is very helpful for students in understanding various chemical materials.

Keywords: science process skills, inquiry guided learning model, student learning outcomes

Topic: Science Education in General