Thabiea : Journal of Natural Science Teaching

Vol. 6(1), pp. 106-117, 2023

Available online at
[Link]
p-issn: 2580-8474, e-issn: 2655-898X

Enhancing students’ science process skill and self-regulation through

inquiry interactive demonstration in science materials

Fauzan Kurniawan1*, Nukhbatul Bidayati Haka2

1,2Raden Intan Islamic State University, Jl. Endro Suratmin, Sukarame, Bandar Lampung

City, Lampung, 35131, Indonesia

*Correspondence: fauzan.kurniawan01@[Link]

Abstract
Keywords: The research was conducted to obtain an overview of improving Science Process Skill
Inquiry; and Self Regulation by using the Inquiry Interactive Demonstration learning model on
Interactive Demonstration; science material at Junior High School Public No. 19 Bandar Lampung, this research
Science Process Skill; uses a Quasy Experiment with a research design The Matching Only Pretest-Posttest
Self-Regulation; Design. Collecting data using observation sheets and Science Process Skills test using
multiple choice while for self regulation using a questionnaire. Data were analyzed
using a multivariate test (Manova). This study concludes that the inquiry interactive
demonstration model can improve science process skills and self-regulation. The
researcher suggests applying the inquiry interactive demonstration model to improve
science process skills and self regulation in other science learning materials so that
they can help develop science skills and reduce learning difficulties in other learning
materials.
To cite this article:
Kurniawan, F., Haka, N.B., (2023). Enhancing students’ science process skill and self-
regulation through inquiry interactive demonstration in science materials. Thabiea : Journal
of Natural Science Teaching, 6(1), 106-117.

Introduction
Science is the knowledge that provides a positive impact on the growth of students,
mainly to answer the development of the 21st century. According to Nuangchalerm & El
Islami (2018), the nature of science consists of scientific processes and scientific attitudes.
Science is related to all students finding natural phenomena systematically, so science is not
only a collection of reliable knowledge in the form of facts, concepts, or principles but also
includes the scientific method (Ritter et al., 2018). Science will generate high-quality learners
with powerful values, attitudes, and critical thinking abilities, leading to a generation capable
of problem-solving. Students' ability to acquire information and knowledge is determined by
their active participation in the learning process. The material obtained does not have to be
delivered by the teacher, but by students who actively participate in the teaching and learning
process (Holden, 2015).
Science learning can help students to be interested in observing biological objects as
real objects. Students will gain direct learning experience, with the observed things assisting
them in understanding the subject (Romadhona & Suyanto, 2020). Learning Science
prioritizes processing skills given that the principle of Science learning is the process,
product, and attitude. The learning process of science tends to emphasize students to be given
direct experience to develop competence and foster thinking ability.
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Learning that prioritizes student experience through observation, questioning,

reasoning, and observation-based learning to improve students' thinking skills so that the
learning process is more optimal is central to the developmental demands of the 2013
Curriculum based on the learning process by prioritizing personal experience through
observation, questioning, thinking, and observation-based learning to improve students'
thinking skills so that the learning process is more optimal is central to the developmental
needs of the 2013 Curriculum based on the learning process by prioritizing personal
experience through observation, questioning, and thinking (Handini et al., 2023). Not only
does it refer to the application of theories and concepts but it also the need for a process of
skills in learning (Prasasti, 2017).
Science process skills are the tools needed in learning science and technology, such as
problem-solving and students' development, and in society, such as mental skill, physical
skill, and competency skills (Inayah et al., 2020). Science process skills are scientific abilities
that must be owned by students so that they can use the scientific method in understanding
problems, developing and discovering knowledge and these skills are very essential for
students as a provision to use the scientific method in developing science and to be able to
gain new understanding (Guswita et al., 2018).
In developing science process skills, students experience difficulties in learning
science due to several factors, namely student attitudes, management in learning, and
misconceptions. Misconceptions often occur in the learning process. Misconceptions can also
be affected by emotional aspects such as Self-Regulation. Self-regulation is as important as
the process of adaptation and maintenance of mental stability, the ability to self-regulate
(Nazmi et al., 2019). Self-regulation can be measured when a person has been able to control
and direct his actions well (Haka et al., 2021).
One alternative solution to handle the above problems is with the use of learning
models that can empower the science process skill and ability to improve students' self-
regulation. The learning model applied is the inquiry interactive demonstration learning
model. The implemented learning model is an inquiry interactive demonstration model. This
interactive inquiry demonstration learning model was developed by Wenning, which consists
of five learning stages, namely the observation, manipulation, generalization, verification, and
application stages.
Inquiry interactive demonstration learning can facilitate students to develop basic
skills in the form of predicting, explaining, estimating, obtaining, and processing data,
formulating and reviewing scientific explanations using logic and evidence, as well as
recognizing and analyzing alternative explanations and models. Therefore students can
understand science material because students are directly involved in the process of
investigation and learning.
Based on the description above, the researchers conducted a study to (1) knowing the
effect of the inquiry interactive demonstration model on the enhancement of science process
Skill (2) knowing the effect of the inquiry interactive demonstration model on the
enhancement of self-regulation.

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Method
The research method used is the Quasy Experiment so that there are two classes. The
two classes were given a pretest and posttest treatment of science process skills and self-
regulation so that the research used the design of The Matching Only Pretest-Posttest Control
Group. The pattern of The Matching Only Pretest-Posttest Control Group Design in Table 1.

Table 1. The matching only pretest-postest control group design

Class Pretest Treatment Postest
Experiment O1 X O2
Control O1 C O2
(Sugiyono, 2015)
Note: O1 = Pretest, O2 = Postest, X = The Inquiry Interactive Demonstration model, C = Lecture and
demonstration learning method

The population in this study were all eighth-grade students of Junior High School 19
in Bandar Lampung City, Lampung, Indonesia, in the academic year of 2020/2021. The
sample in this study used a cluster random sampling technique to produce two selected
classes, namely the experimental class, and the control class. Both of the sample classes are
assumed homogenous. The number of students in this study that will be used as a research
sample is 60 students who are divided into 2 classes (experimental class and control class), so
that it consists of 30 students. The first class was chosen as an experimental class
implementing an interactive inquiry demonstration learning model. The second class was
chosen as a control class, implementing a conventional learning model.
The instrument for collecting the data was an test examining students' science process
skills and a self-regulation questionnaire. The instrument of science process skill in this study
adopted indicators from Tawil & Liliasari (2014) in Kurniawan et al., (2022), which consisted
of twelve aspect, namely observing, classifying, interpreting, predicting, communicating,
asking questions, hypotheses, planning experiment, using tools/materials, applying concepts,
and conduct experiments. The instrument test of science process skill in this study used two
instruments, namely multiple choice tests and observation sheets. The instrument test of
science process skill consists of 20 questions about the material of the human digestive
system, while on the instrument of observation sheet science process skills using the Guttman
Scale which consisted of two intervals, namely Yes and No. Each question represents an
indicators of science process skills. The indicators of the science process skills test are
presented in Table 2.

Table 2. The indicators of the science process skills test

Question
Indicators Sub Indicator Question
Number
Students can observe types of food nutrition from the
1, 2 Observing activity of testing the content of food substances and organs
of the digestive system of food
Students can classify the characteristics of foods containing
3, 4 Classifying
glucose, protein, and carbohydrates
Students can conclude from the results of the test for the
3, 5 Interpreting
content of foodstuffs containing carbohydrates, sugars, fats,

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Question
Indicators Sub Indicator Question
Number
and proteins from each type of food ingredients in daily life
through the activity of testing the content of foodstuffs.
Students can predict calorie needs to compose a balanced
6 Predicting
menu of body needs by using patterns or observations
Students can describe by reading tables or graphs or
7, 8 Communicating diagrams of nutritional needs and experimental results of
food substance testing
Students can provide feedback by asking questions about
9 Asking questions
the structure and use of each type of food nutrition
Students can propose hypotheses to conduct experiments
10, 11, 12 Hypotheses
regarding the test of food substance content
Planning Students can plan experiments by determining tools,
13
experiment materials, and sources for conducting food testing
Using Students can use tools and materials to determine the
14, 15
tools/materials content of substances contained in food ingredients
16, 17, Students can know the concept to explain the organs of the
Applying concepts
18, 19 digestive system of food
Conduct Students can determine the working steps of an observation
20
experiments properly and correctly

The instrument of self-regulation in this study adopted indicators from Marzano

(1994), which consisted of four indicators, namely self-awareness, structured planning, using
clear sources, and sensitive to feedback. The instrument of self-regulation is in the form of a
questionnaire consisting of 20 statements. Each statement consists of positive and negative
statements. Self-regulation questionnaire using a Likert Scale consisting of four intervals,
namely strongly agree, agree, disagree, and strongly disagree. Each statement represents an
indicators of self-regulation. The indicators of the self-regulation questionnaires are presented
in Table 3.

Table 3. The indicators of the self-regulation questionnaires

Question Number
Indicators Sub Indicator Statements
Positive Negative
Students can efficiently control themselves in 1,19 3, 4
Self-awareness their own learning experiences in different
ways
Students can plan and organize an efficient 2,6,9 12, 13, 16
Structured planning
learning system
Students can determine and use resources 5, 15, 10 8, 7, 20
Using clear sources
effectively for learning
Students actively participate in every learning 11, 14 17, 18
Sensitive to feedback
activity

The analysis of the science process skills and self-regulation was carried out in two
ways, namely as follows: (1) descriptive statistical analysis was carried out by describing the
data from the test results of science process skills and self-regulation. Furthermore, the
analysis of science process skills and self-regulation was carried out using the Normalized
Gain Score (N-Gain) test. The use of the N-Gain score test can describe the extent of the

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influence of the inquiry interactive demonstration model in improving students' science

process skills and self-regulation. The N-gain value refers to the interpretation of the data
which can be seen in Table 3; (2) inferential statistical analysis consists of prerequisite test
and hypothesis testing. Analysis of science process skills and self-regulation through
qualitative data converted to quantitative data.

Results and Discussion

Improvement of Science Process Skills
Measurement of science process skills is carried out in two ways, namely multiple choice
tests and observation sheets. Regarding science process skills, students were treated by giving
a pretest before starting the learning process and a posttest at the end of the material on the
human digestive system. The results of the pretest and posttest obtained in the two classes are
presented in Table 4.

Table 4. Recapitulation of the pretest and posttest scores of students science process skill in
two class
Component
Group
Pretest Posttest Total Students
Experiment 49,03% 83,38%
31
Category Enough Very High
Control 47,41% 66,93%
31
Category Enough High

In the pretest, there was no significant difference in scores between the experimental
class and the control class, so it can be interpreted that the students' initial ability in science
process skills is still relatively low because it has not been prioritized. The low pretest in the
experimental class and control class was caused by several factors, among others rarely doing
practicum and doing questions on the types of science process skills. Another factor is caused
by the model or learning method used at the time of learning has not facilitated students to
develop science process skills. This is in accordance with the results of research conducted
(Permanasari & Hamidah, 2013), states that one of the factors that cause the low science
process skills of students is because in general teaching and learning activities are still using
traditional (conventional) learning methods, so students are less able to develop and explore
science process skills.
In addition to the pretest, a posttest was also handled to see the enhancement of
science process skills after being treated in the form of an interactive inquiry demonstration
model. The results of the post-test of science process skills in both research classes can be
seen in table 4. In the posttest, there are differences between the experimental class and the
control class, so it can be stated that the inquiry interactive demonstration model is better than
the lecture and demonstration methods (conventional methods). This can be interpreted that
the inquiry interactive demonstration learning conducted in the experimental class contributes
to assisting students in mastering science process skills compared to the lecture and
demonstration method (conventional) conducted in the control class. This is in accordance
with the results of research conducted by (ghumdia, & adams, 2016), that the inquiry-based
learning method is more effective in improving the achievement of students' science process
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skills compared to the lecture method.

In addition to conducting a pretest and posttest of science process skills, measurement
of science process skills is carried out through practicum using an observation sheet. The
practicum was carried out 4 times in the experimental class and the control class with
different treatments, namely the experimental class conducted a practicum based on the
inquiry interactive demonstration model and the control class conducted a practicum based on
the lecture and demonstration method.
The results of the recapitulation of the combined value of the observation sheet for the
experimental class and the control class are presented in Table 5. Based on table 5, the results
show that the average value of the science process skill observation sheet in the experimental
class is superior to the control class on all indicators. Overall in Table 5, the data obtained in
the experimental class on the results of this observation sheet show the highest results on the
classification indicator of 81.85% in the high category, and the lowest value on the
communication indicator of 73.38% with the medium category.

Table 5. Results of the combined score recapitulation of science process skills observation
sheets
Control Class Experiment Class
Indicators
Score Average Category Score Average Category
Observe 76,20% High 81,44% High
Classification 75,60% Medium 81,85% High
Interpretasion 75,40% Medium 80,02% High
Prediction 74,59% Medium 79,22% High
Communication 73,32% Medium 73,38% Medium
Question 73,38% Medium 74,33% Medium
Hypothesis 73,98% Medium 74,99% Medium
Planning an Experiment 75,60% Medium 78,22% High
Tools and Materials 75,40% Medium 79,63% High
Concept Application 78,62% High 78,81% High
Carry Out Experiment 76,07% High 81,48% High

In the classification indicator, the experimental class is higher than the control class.
This is because in the experimental class on the syntax of observation and manipulation
students are required to group and record each observation separately in the human digestive
system practicum. In addition, the classification activities in the experimental class were more
trained to students compared to the control class. Based on table 5, the combined results of the
science process skill observation sheets obtained by the experimental class were higher than
the control class. This is because students are emphasized to identify and make good
observations through practical activities. persons will have skill if that person trains it through
activities. Likewise, the science process skills in students will increase if they have the
experience to perform or practice these skills (Kurniawan et al., 2022).
In addition, there are differences in N-Gain scores in the experimental class and the
control class. The analysis of the N-Gain test in this study is useful for knowing the difference
in the improvement of students' science process skills between the experimental class and the

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control class. The results of this N-Gain value can be seen in Table 6.

Table 6. The results of the n-gain score of science process skills in the experimental class and
control class
Description Control Class Experimental Class
Amount Sample 31 31
N-Gain Average 0.34 0.66
Category Medium Medium

Based on Table 6, there is an increase in science process skills in both classes after
learning is carried out. To find out the difference in the improvement of students' science
process skills between the experimental class and the control class, an analysis was conducted
using the N-gain test on science process skills. The N-gain value obtained by the experimental
class is 0.66 in the high category while the control class is only obtained by 0.34 in the
medium category. The higher average value of N-gain in the experimental class compared to
the control class is in accordance with the research of (Rahmat & Suhandi, 2017), which
states that the application of the inquiry interactive demonstration approach can improve
students' science process skills.

1. Improvement of Self-Regulation
Self-regulation questionnaires were given to students at the beginning and end of
learning to determine the increase in self-regulation. the results of the self-regulation indicator
questionnaire can be seen in Table 7. Based on Table 7, the average value of the pretest in the
experimental class and control class is in the high category indicating that there has been self-
regulation in the class. Not significantly different from the pretest value between the
experimental class and the control class. The pretest value in the experimental class is 69.83%
in the high category and the control class is 70.76% in the high category.

Table 7. Results of the combined score recapitulation of self-regulation

Control Class Experiment Class
Indicators
Pretest Postest Pretest Postest
Awareness 68.14% 69.55% 67.33% 84.07%
Planning 72.98% 77.55% 54.83% 79.83%
Resources 71.50% 76.47% 71.50% 78.63%
Feedback 68.95% 76.47% 72.58% 80.24%
Score Average 70.76% 75% 69.83% 79.31%
Category High High High High

Based on Table 7, the average value of the pretest in the experimental class and
control class is in the high category indicating that there has been self-regulation in the class.
Not significantly different from the pretest value between the experimental class and the
control class. The pretest value in the experimental class is 69.83% in the high category and
the control class is 70.76% in the high category, this matter is stated that the experimental
class and control class have self-regulation values that are not much different.

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Based on Table 7, the results of the posttest mean scores have increased self-
regulation in the experimental class and control class. In the experimental class, the average
posttest score was higher than the control class. The experimental class obtained an average
posttest score of 79.31% in the high category, while the control class obtained 69.83% in the
high category. It can be stated that the experimental class by being treated with the inquiry
interactive demonstration model can improve students' self-regulation compared to the
conventional class.
The difference in the value of the self-regulation indicator in the experimental class
and control class increased in the posttest. Overall, the self-regulation indicator The
experimental class is superior to the control class in the posttest value section. The posttest
mean score on the awareness indicator in the experimental class is higher than the control
class. The posttest average value of the awareness indicator in the experimental class was
higher than the control class. the experimental class in the awareness indicator got a score of
84.07% with a high category while the control class got a score of 69.55% with a category. In
the experimental class using an interactive inquiry demonstration model, the teacher provides
stimulus to students through the observation syntax first so that students can easily find out
the problems that will be presented by the teacher. The application syntax gives students
awareness that a problem can be solved and applied to everyday life. According to Haka et
al., (2021), states that self-regulation can make students set learning strategies so that they can
solve a problem independently by realizing their own thoughts.

Table 8. The results of the n-gain score of self-regulation in the experimental class and
control class
Description Control Class Experimental Class
Amount Sample 31 31
N-Gain Average 0.31 0.11
Category Medium Medium

The results of the pretest and posttest are included in the N-gain calculation to see an
increase in self-regulation ability. Table 8 shows that there is an increase in self-regulation in
the experimental class and higher than the control class. The N-gain value in the experimental
class was 0.31 in the medium category while the control class was 0.11 in the low category.
This proves that the use of the inquiry interactive demonstration model can improve students'
self-regulation abilities. Learning using an inquiry interactive demonstration learning model
by conducting demonstrations in the form of learning videos and practical activities can
improve student self-regulation. In the experimental class, students do practicums,
discussions, and presentations students can realize their own thoughts to plan, set strategies,
do homework, and prepare information related to learning materials can improve the quality
of students' daily tests. This statement is supported by Dewi & Taufik, (2020), stating that
self-regulation is the ability of individuals to regulate themselves in achieving the desired
target so that this ability will affect the processes and results of the efforts carried out by
individuals. If the individual can manage himself well, then he will get the results following
the target. Conversely, if the individual cannot manage himself properly, then the desired
target will not be achieved.

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Description of Hypothesis Test Analysis of Multivariate (Manova Test)

The recapitulation of science process skills and self-regulation were analyzed using
the analysis technique of Multivariate Test (Manova Test). Normality test using Kolmogorov-
Smirnov test. If the data is normally distributed, it can proceed to the multivariate test stage.
The results of the normality of science process skills and self-regulation are in Table 9. Based
on Table 10, the results of the multivariate test and the test of the influence between subjects
on science process skills and self-regulation follow the provisions of the proposed hypothesis
as follows:
H0: accepted if the value is sig. ≥α (0.05), then H1 is declined.
H1: accepted if the value is sig. ≤α (0.05), then H0 is declined.

Table 9. The result of normality test

Table
Asymp. Conclusion (Sig count
Significance
Test Type Class Type Sig 2 > ½ (α) (0,025) =
Value Criteria
Tailed normal distribution)
(0,05)
Science Process Experiment 0,200 0,05 Normal Distribution
Skills Control 0,200 0,05
Experiment 0,188 0,05 Normal Distribution
Self Regulation
Control 0,078 0,05

Based on Table 9, it can be seen that the normality test result for the n-Gain score of
science process skills and self-regulation has a sig. value from Kolmogorov-Smirnov of >
0.05. Therefore, the research data obtained comes from the normally distributed population.
Meanwhile, The results of the homogeneity of science process skills and self-regulation are in
Table 10.

Tabel 10. The result of multivariate test (mannova) and between-subjects effect test
Science Process Skill Self-Regulation
Test Type Sig. (2- Sig. (2- Information
Information
tailed) tailed)
0,000 Sig. (2-tailed) ≤ α 0,000 Sig. (2-tailed) ≤
Multivariate Test
(0,05) α (0,05)
Between-Subjects 0,000 Sig. (2-tailed) ≤ α 0,000 Sig. (2-tailed) ≤
Effect Test (0,05) α (0,05)

Based on Table 10, the results of the multivariate test and the between-subjects effect
test on science process skills and self-regulation obtained sig. (2-tailed) 0.05, then H1 is
accepted. Hypothesis testing using multivariate test and between-subject effect test showed
that the use of the inquiry interactive demonstration model could improve students' science
process skills and self-regulation. This can be interpreted that the treatment given to the
experimental class in the form of inquiry interactive demonstration learning model affects the
mastery of science process skills. According to Noviani (2019), the use of inquiry interactive
demonstration learning model during the learning process takes place the teacher guides and
trains students to develop and master science process skills.
Learning with the inquiry model provides opportunities for students to find and

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investigate concepts procedurally, systematically, and interrelated from one concept to

another. at the level of junior high school, students need guidance in exploring a phenomenon
to get a concept. This statement is supported by Harahap et al (2019). stating that the use of
this model will foster intrinsic motives because students will feel satisfied with their own
experiences in learning and inquiry learning is also very suitable for material that is cognitive,
but requires a lot of time and if it is not directed and directed will not clear the material being
studied. In general, this learning will develop science process skills and student learning
outcomes to a certain level of expectation (Af’idayani et al., 2018).
In addition, inquiry interactive demonstration learning model can enhance self-
regulation. During the learning process in the experimental class, students are motivated to
learn actively, manage time well and collect relevant information for learning resources so
that they can organize learning strategies well to solve problems because the advantages of
the inquiry interactive demonstration learning model are to make students the center of
learning and tend to solve the problem presented. Thus, students can regulate self-regulation
well. This statement is supported by Marhayati et al (2021), which state that self-regulation is
the ability to regulate behavior and implement such behavior as a strategy that affects one's
performance in achieving learning goals. The results also found that there is a relationship
between self-regulation and science process skills, indicating that self-regulation can help
students improve learning outcomes in the form of science process skills. The higher the self-
regulation possessed by students, the higher the learning outcomes obtained (Hapidoh, S.,
Bukhori, B., & Sessiani, 2019). In addition, according to Harizah et al (2020), the advantage
of the inquiry interactive demonstration learning model is that it makes it easier for students
to think scientifically.

Conclusion
Based on the results of research conducted on the effect of the interactive inquiry
demonstration model on science process skills and student self-regulation, it can be concluded
that there is an influence of the interactive inquiry demonstration model on science process
skills and self-regulation. The achievement of science process skills and self-regulation of
students in the experimental class was higher than in the control class. Because the use of
interactive inquiry demonstration models can practice scientific skills, facilitate scientific
activities, and help students for management in learning. The researcher suggests applying the
interactive inquiry demonstration model to other science materials so that it can help students
develop science skills and reducing difficulties in other science learning materials.

Credit Authorship Contribution Statement

Fauzan Kurniawan: Visualization, Formal analysis, Writing – original draft, Writing
– review & editing, Supervision, Project administration, Resources. Nukhbatul Bidayati
Haka: Conceptualization, Methodology, Software, Writing – original draft.

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