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JURNAL ILMIAH PEURADEUN
The Indonesian Journal of the Social Sciences p-ISSN: 2338-8617/ e-ISSN: 2443-2067 Vol.
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May 2025 Pages: 1235-1262 Enhancing Pre-Service TeachersAo Science Process Skills Through Open-Ended and Guided Inquiry-Based Learning Misbahul Jannah1.
Wati Oviana2.
Zikra Hayati3.
Riyan Hidayat4.
Jarjani Usman5.
Noris6 1,2,3,5Universitas Islam Negeri Ar-Raniry Banda Aceh.
Indonesia 4Universiti Putra Malaysia.
Selangor.
Malaysia 6University of Muhammadiyah Bima.
Bima City.
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Pages: 1235-1262
ENHANCING PRE-SERVICE TEACHERSAo SCIENCE PROCESS SKILLS
THROUGH OPEN-ENDED AND GUIDED INQUIRY-BASED LEARNING
Misbahul Jannah1.
Wati Oviana2.
Zikra Hayati3.
Riyan Hidayat4.
Jarjani Usman5.
Noris6 1,2,3,5Universitas Islam Negeri Ar-Raniry Banda Aceh.
Indonesia 4Universiti Putra Malaysia.
Selangor.
Malaysia 6University of Muhammadiyah Bima.
Bima City.
Indonesia 1Correspondence Email: misbahulj@ar-raniry.
Received: November 14, 2023 Accepted: April 23, 2025 Published: May 30, 2025 Article Url: https://journal.
org/index.
php/jipeuradeun/article/view/1174 Abstract This study investigates the effectiveness of open-ended and guided inquiry-based learning modules in enhancing Science Process Skills (SPS.
among pre-service science teachers in Indonesia.
The study responds to the limited research on student teachersAo mastery pf SPSs during the implementation of the Independent Curriculum in Indonesia.
A quasiexperimental non-equivalent pretest-posttest control group design was employed involving 204 pre-service teachers enrolled in Environmental Education courses, distributed across open-ended inquiry, guided inquiry, and conventional learning groups.
Data were analyzed using two-way ANOVA and factorial MANOVA .
, considering gender and study program (Biology and Physic.
as moderating variables.
The results reveal statistically significant improvements in SPS for both inquiry-based groups compared to the conventional group .
< 0.
Gender-based differences were also observed: female participants outperformed males in the guided inquiry group, while males performed better in the open-ended group.
In addition, no significant differences were found between study programs.
The findings underscore the potential of inquirybased learning modules to foster key scientific competencies and suggest that genderresponsive strategies may further optimize student understanding of SPSs.
This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts.
Keywords: Science Process Skills.
Pre-service Science Teachers.
Open-ended Inquiry.
Guided Inquiry.
p-ISSN: 2338-8617 | e-ISSN: 2443-2067 JIP-The Indonesian Journal of the Social Sciences .
5 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 Introduction Science process skills (SPS.
are crucial for developing science concept knowledge and scientific attitudes at all levels of education.
Nevertheless, a large number of studies have evidenced that students have low understnding of SPSs and receive little training on them (Al-Rabaani.
Athiyyah et al.
, 2020.
Nicol et al.
, 2.
and less encouragement for the tools and practical resources (Nuangchalerm & Prachagool, 2.
Many scholars suggest that it is relevant to use scientific inquiry to train students with SPSs.
Scientific Inquiry is a learning model where students need to understand science concepts through experimentation (Bain et al.
, 2023.
Hall & Hampden-Thompson, 2022.
Mikropoulos & Iatraki.
Sudirman et al.
, 2023.
Valdez-Ward et al.
, 2023.
Weder et al.
, 2.
Scientific inquiry can stimulate thinking skills and increase interest and motivation to learn science because it is a Aohands-onAo and Aominds-onAo activity (Margunayasa et al.
, 2019.
NRC, 2000.
Perla et al.
, 2.
and also can increase a positive and scientific attitude (Hafizan et al.
, 2012.
Thuneberg et al.
, 2.
There are four reasons why SPSs is relevant for training science First, scientific development is accelerating, making it impossible for educators to convey all the facts and concepts to their students.
Therefore.
SPSs is a skill that requires student knowledge acquisition (Karsli & Ayas, 2.
and also understanding of the knowledge acquired (Bati et , 2.
Second, students better understand complex and abstract concepts when concrete examples are presented.
Third, scientific discoveries are relative, not absolute.
All concepts found are still open to questioning and Fourth, in learning, the development of concepts should not be separated from process competencies and values (Rustaman, 2.
Therefore, educatorsAo good understanding of SPS will enable them to use the skills in the classroom.
Since teachersAo SPSs are crucial, training prospective teachers on these skills is vital.
Students must also be taught to conduct scientific research and develop a better understanding of the concepts under study 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
(Jannah, 2.
, solve problems (Hafizan et al.
, 2.
, and create higher mental processes such as critical and creative thinking skills and decisionmaking skills (Adnyana & Citrawathi, 2.
Teachers with good knowledge of science concepts can usually master SPS well, too (Radford et al.
, 1.
However, previous SPSs studies on pre-service teachers in Indonesia, the United States.
Malaysia, and Turkey show unsatisfactory results and fall in the lower category (Adlim et al.
, 2020.
Chabalengula et al.
Eryilmaz & Kara, 2016.
Susilawati et al.
, 2.
Several factors influence SPSs for pre-service teachers in several countries.
These factors include differences in study programs (Rustaman, 2.
and gender (AlRabaani, 2014.
Lincoln et al.
, 2004.
ynzgelen, 2012.
Rumalolas et al.
, 2021.
Rustaman, 2.
Therefore, professional educators must develop SPS.
Teachers should possess a strong understanding and must exhibit competence in SPSs to effectively teach the skills (Nicol et al.
, 2.
Professional educators should also have conceptual knowledge (Vergara et , 2.
, scientific skills and attitudes (Jannah, 2020.
NRC, 2.
, and good pedagogical skills (Astalini et al.
, 2023.
Garcya-Vandewalle Garcya et al.
because they must plan and implement different learning strategies for science learning, different learning methodologies, and models.
To produce good, memorable learning and improve SPS for preservice teachers, an inquiry is suitable (Astalini et al.
, 2.
as they need to use it when teaching.
The effectiveness of inquiry-based science learning, predominantly guided inquiry for pre-service teachers, can increase selfconfidence, develop various skills, and develop an understanding of content knowledge and scientific knowledge among pre-service teachers (Lamminpyy et al.
, 2023.
Stamer et al.
, 2.
Although guided inquiry can lead to good science learning, the implementation of learning using inquiry is still a problem for educators in Indonesia (Rustaman, 2.
Previous studies show that SPS develops when students do activities given by the teacher, such as an experiment (Evriani JIP-The Indonesian Journal of the Social Sciences .
7 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 et al.
, 2.
, and the quality of teacher learning does not change much after they have attended various workshops and training.
Only those who have frequently attended workshops and conferences related to their areas of expertise improve their knowledge of the concepts they teach (Al Mamun & Lawrie, 2023.
Sudirman et al.
, 2023.
Uluda & Semra Erkan, 2.
It was also found that many teachers were not creative and lack of knowledge in developing independent learning (Pamenang et al.
, 2020.
Peretz et al.
, 2.
as most teach conventionally as they were taught at university (Mohajer et , 2023.
Peretz et al.
, 2.
This study intends to assist lecturers in teaching Environmental Education courses and solve environmental problems through inquirybased learning by developing an Inquiry-Based Science Learning Module (IBSLM).
IBSLM is a learning module consisting of information that can facilitate lecturers in developing SPS in the learning of environmental knowledge of student teachers.
IBSLM consists of five sections: .
learning plan, .
learning objectives, .
hands-on activities, .
learning materials, and .
The IBSLM developed in this module consists of open-ended and guided inquiry modules.
The former is that student teachers carry out experiments freely, which are fully controlled by pre-service teachers, whereas in the latter, the activities are guided by the lecturers.
Method Research design and sample The study employed a quasi-experimental non-equivalent pretestpost-test control group design (Creswell 2.
The quasi-experimental design aimed to identify the differences between the results of the control and treatment groups.
It used a 3x2x2 factorial.
The first independent variable is the learning model using the guided inquiry module, the openended inquiry module, and conventional learning.
The second independent variable is study programs (Biology and Physic.
, and the third is gender .
ale and femal.
The design of this study is shown in Table 1 below.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
Table 1.
Research design Class Experiment I (Open-ended inquir.
Experiment II (Guided Inquir.
Control (Conventiona.
Pretest Treatment Post-test Table 1 shows that the three groups received a pretest at the initial Fourteen SPS questions were given as objective questions, where pre-service teachers chose the correct answers based on their initial knowledge of environmental learning about the basic concepts of environmental knowledge and their problems.
Next, the treatment was conducted in two experimental and one control class based on the study programs (Biology and Physic.
In experimental class I, environmental learning was performed using the open inquiry module, whereas in experimental class II, environmental learning was conducted using the guided inquiry module.
Both are science learning modules that integrate the five steps of inquiry-based science learning (NRC, 2.
The sample used in this study, as seen in Table 2, was 204 preservice teachers studying at the Faculty of Education and Teacher Training.
Universitas Islam Negeri Ar-Raniry Banda Aceh.
The sampling method was random group assignment (Lavrakas et al.
, 2.
Table 2.
Number of pre-service teachers according to study program Program Biology Physics Total The number of pre-service teachers in the class Experiment I Control (OpenExperiment II (Conventiona (Guided Inquir.
Total Table 2 shows that 204 pre-service teachers from two study programs, namely Biology and Physics, participated in this study.
Of the 204 respondents involved in this study, 104 pre-service teachers .
98%) were from the Biology study program and 100 .
02%) from the Physics study JIP-The Indonesian Journal of the Social Sciences .
9 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 They were again divided into three different learning model classes: 68 .
33%) were in the open-ended inquiry class (Experimental class I), 67 .
84%) were in the guided inquiry class (Experimental class II), and 69 .
82%) were in the conventional class .
ontrol clas.
By gender, the respondents were 139 females .
14%) and 65 males .
86%).
The biology study programAos open-ended inquiry class involved 35 pre-service teachers, 10 males and 25 females.
There were 33, 13 males and 20 females, for the Physics study program.
The class that received a guided inquiry in the biology study program consisted of 33 pre-service teachers, 11 males and 22 females.
The Physics study program involved 34, 11 males and 23 females.
The conventional class of the biology study program involved 36, 10 males and 26 females.
The Physics study program involved 33 pre-service teachers, 10 males and 23 females.
The instrument used fourteen multiple-choice questions that refer to the six constructs of SPS: observe, hypothesize, design experiment, experiment, apply the concept, and communicate.
The questions in these six constructs are in the form of questions that enhance SPS related to environmental concepts that occur in daily life.
The questions of each construct are developed based on the independent curriculum.
Furthermore, validity and reliability are essential in the data collection procedure.
These two things are analyzed using Kuder Richardson 20 (KR .
The validity of these six constructs is 0.
80, while the reliability results are depicted in Table 3.
Table 3.
Preliminary Study of SPS construction No.
SPS Construction Observe Hypothesis Design Experiments Carry Out Experiments Application of the Concept Communicate Mean Standard Deviation Skewness KR 20 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
The results of the KR-20 analysis show the ability to observe .
, design experiments .
, carry out experiments .
apply concepts .
, and ability to communicate .
This shows that in the initial study, the teachers were relatively low in the ability to design experiments, carry out experiments, and communicate.
Even though this ability is crucial, it must be mastered by the teacher.
Meanwhile, the mean value indicates that the overall interpretation of scientific process ability is well-oriented, with a mean value of around 6.
In contrast, the Kuder Richardson 20 (KR .
value shows 0.
079 > 0.
This means that the instruments used in research are relatively constant or reliable.
All data obtained from pretest and post-test research instruments were analyzed using SPSS 22.
The statistics used in this studyAos analysis are descriptive and inferential.
Descriptive analysis is used to thoroughly describe the research subject, such as class, gender, and study program of the respondents.
The statistics used are frequency, percentage, mean, and standard deviation.
Inferential analysis was used to analyze the relationship between three independent and three dependent variables.
The first independent variable is the class .
pen-ended inquiry module, guided inquiry module, and conventional learnin.
The second independent variable is gender .
ale and femal.
The third variable is the study program (Biology and Physic.
To determine the effectiveness of using the inquiry module in improving SPS, two-way ANOVA and a 3x2 Factorial MANOVA were involved.
The two-way ANOVA test determines differences in SPS based on class, gender, and study program.
The MANOVA test was used to analyze the hypothesis of the independent variable that produces the same mean vector for the dependent variable, and the BoxAos M test was used .
>0.
Meanwhile, the MANOVA Factorial 3x2 test was used to analyze the impact of class and study programs on the six constructs of SPS.
Therefore, based on the analytical framework utilizing two-way ANOVA and 3x2 factorial MANOVA to examine the influence of class.
JIP-The Indonesian Journal of the Social Sciences .
1 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 gender, and study program on studentsAo science process skills (SPS), this study formulates the following hypotheses to be empirically tested.
H01 : The use of open-ended and guided inquiry modules in learning has a significant effect on pre-service teachersAo SPS based on the study program.
Ha1 : The use of open-ended and guided inquiry modules in learning has no significant effect on pre-service teachersAo SPS based on the study program.
H02 : The use of open-ended and guided inquiry modules in learning has a significant effect on pre-service teachersAo SPS based on gender.
Ha2 : The use of open-ended and guided inquiry modules in learning has no significant effect on pre-service teachersAo SPS based on gender.
H03 : The use of open-ended and guided inquiry modules in learning has a significant effect on the six constructs of SPS pre-service teachers based on gender and study program.
Ha3 : The use of open-ended and guided inquiry modules in learning has no significant effect on the six constructs of SPS pre-service teachers based on gender and study program.
Results and Discussion This section presents the main findings of the study, which examined the effectiveness of open-ended and guided inquiry-based learning modules in enhancing pre-service teachersAo science process skills (SPS).
The results are analyzed based on instructional group, study program, and gender.
The discussion further explores the implications of these findings for competencybased science education and teacher training practices.
Results This study investigates the effects of open-ended and guided inquiry modules on the SPS of the pre-service teachers undertaking Environmental Education courses based on class, gender, and study program and the pre-service teachersAo SPS learning conventionally.
The differences in SPS mastery of the pre-service teachers based on the study programs can be seen in Tables 4, 5, and 6.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
Table 4.
Mean and standard deviation of pretest and post-test SPS Pretest Standard Mean Deviation Post-test Standard Mean Deviation Physics Total Guided Inquiry Biology Physics Total Conventional Biology Physics Total Kelas Open-ended Study Program Biology The analysis of open-ended inquiry scores shows that the pretest average for Biology and Physics study programs is around 42.
64%, while the post-test score is around 69.
This shows a significant increase when using a guided inquiry module learning model.
In guided inquiry, the average score on the pretest is around 40.
51%, while the post-test is around In conventional inquiry, the average pretest shows 46.
68%, and the post-test ranges from 41.
This can be seen in Table 5 below.
Table 5.
Two-way ANOVA analysis of differences in SPS master Class Study Program Class*Study Program Standard Error Total Type i Sum of Squares Mean Power Two Sig.
The ANOVA test results show that the SPS of Physics and Biology pre-service teachers have significant differences.
This can be seen from the significance value between study programs and classes with sig.
ranging from 0.
894> 0.
can be seen in Table 6.
JIP-The Indonesian Journal of the Social Sciences .
3 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 Table 6.
ScheffeAos post-hoc examination of the differences in SPS mastery of pre-service teachers by class Class (I) Class (J) Open-ended inquiry Guided inquiry Conventional Open-ended inquiry Conventional Open-ended inquiry Guided Inquiry Guided Inquiry Conventional Difference Means (I-J) Standard Error Sig.
The two-way ANOVA analysis and ScheffeAos Post Hoc test, as shown in Tables 4, 5, and 6, indicate no significant difference in mastery of SPS between the pre-service teachers who used open inquiry and those who used guided inquiry.
Hence, pre-service teachers who use openended inquiry have the same mastery of SPS as those in the guided inquiry class.
Several aspects can influence the Mastery of SPS, such as the learning model provided, gender, and other factors.
Table 7 shows the differences in average scores between male and female pre-service teachers in mastering SPS.
Table 7.
The results of the pretest and post-test of SPS mastery of pre-service teachers between classes by gender Class Open-ended Guided Inquiry Conventional Pretest Standard Deviation Posttest Mean Standard Deviation Gender Male Female Total Male Female Total Male Female Total Mean 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
The analysis shows that male pre-service teachers had higher SPS than females in open-ended inquiry.
Meanwhile, for the guided inquiry, the SPSs of female pre-service teachers were higher than those of males.
The difference is statistically significant, as shown in Table 8.
Table 8.
Two-way ANOVA analysis of differences in SPS mastery based on gender Class Gender Class*Gender Standard Error Total Type i Sum of Squares Mean Power Sig.
Two The significant value of the difference in pre-service teachersAo SPSs between groups based on class gender was with a value of F = 4.
016 and a considerable value .
= 0.
<0.
This suggests that, based on gender, there is a significant difference in pre-service teachersAo SPSs between the open-ended and guided inquiries.
There is also an interaction between class and gender on SPSs.
The interactions that occur are shown in Figure 1.
Figure 1.
Interaction between groups and gender of pre-service teachers on SPSs JIP-The Indonesian Journal of the Social Sciences .
5 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 Table 8 and Figure 1 show a significant interaction between groups and gender in SPSs.
The interaction between the group and the gender of pre-service teachers on SPSs, where female pre-service teachers in the guided inquiry had higher SPS than males.
Meanwhile, male pre-service teachers have higher SPS than females in the open-ended inquiry and conventional classes.
This suggests a significant interaction between groups and gender in pre-service teachersAo SPSs.
PillaiAos Trace is used for one class of dependent variables .
retest or post-test only of SPS.
PillaiAos Trace test results in the Multivariate Test Table show that overall, there is a significant relationship between openended inquiry, guided inquiry, and conventional class [F .
= 13.
000 p < 0.
to the SPSs construct of observing skills, hypothesis skills, experimental design skills, experiment carrying out skills, concept application skills and communication skills.
However, there is no relationship between the independent variables of Biology study program and Physics study program [F.
= 0.
078, sig 0.
998 p> 0.
and the effect of study program class interaction [F.
= 0.
061, sig 1.
000 p> .
on the dependent variable, namely SPS construct in observing skills, hypothesizing skills, experiment designing skills, conducting experiments skills, concept application skills and communication skills.
Table 9.
Analysis of homogeneity of variance using LaveneAos test SPS Construction Observe Hypothesis Design Experiments Carry Out Experiments Application of The Concept Communicate Sig.
As depicted in Table 8, the analysis reveals that the LeveneAos test for equality of variances indicates a statistically significant result for the skill construct of observing, with a significance value .
) of 0.
000, which is less than the threshold of 0.
< 0.
This suggests that the 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
assumption of homogeneity of variance for the observing skill construct is In contrast, the significance values for the other skill constructsAi namely, formulating hypotheses, designing experiments, carrying out experiments, applying concepts, and communicatingAiare 0.
116, 0.
054, 0.
069, and 0.
723, respectively, all of which exceed the threshold of 05 .
> 0.
These results imply that for these particular constructs, the assumption of equal variances is met, thereby supporting the robustness of subsequent parametric analyses conducted on these variables.
Table 10.
Mean and standard deviation of the SPS construct of pre-service teachers based on study programs and classes SPS Construction Observe Study Program Biology Physics Hypothesis Biology Physics Design Experiments Biology Physics Class Mean Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Standard Deviation JIP-The Indonesian Journal of the Social Sciences .
7 p-ISSN: 2338-8617 Vol.
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May 2025
SPS
Construction Carry Out Experiments Study Program Biology Physics Application of The Concept Biology Physics Communicate Biology Physics e-ISSN: 2443-2067 Class Mean Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Open-ended Guided Inquiry Conventional Total Standard Deviation The results of the analysis of the mean and standard deviation of the SPS construct show that the average value in the ability to observe between Biology and Physics pre-service teachers is higher for Physics pre-service teachers .
In terms of hypothesizing ability.
Physics pre-service teachers obtained higher scores .
Physics pre-service teachers had higher ability to design experiments .
Biology pre-service teachers had higher concept application ability .
, and Biology pre-service 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
teachers had higher communication skills .
These findings indicate that while Physics pre-service teachers tend to excel in procedural and investigative aspects of SPS.
Biology pre-service teachers demonstrate stronger performance in conceptual understanding and the ability to convey scientific information.
This distinction may reflect differences in curricular focus or pedagogical emphasis within the respective study programs.
Table 11.
MANOVA analysis of differences in SPS constructs for pre-service teachers based on study program and class Category Study Program Class Study Program* Class Leaning Observe Hypothesis Design Experiments Carry Out Experiments Application of The Concept Communicate Observe Hypothesis Design Experiments Carry Out Experiments Application of The Concept Communicate Observe Hypothesis Design Experiments Carry Out Experiments Application of The Concept Communicate Type i Sum of Squares Mean Squared Sig.
JIP-The Indonesian Journal of the Social Sciences .
9 p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 The results in Table 11 indicate that there are no statistically significant differences in any of the six SPS constructs based on the study program, as all p-values are greater than 0.
In contrast, the class factor shows a highly significant effect across all SPS constructs .
< 0.
suggesting that studentsAo class levels play a crucial role in shaping their science process skills.
Furthermore, the interaction between study program and class is not statistically significant, indicating that the combined effect of these two factors does not influence SPS outcomes in a meaningful way.
Discussion The two-way ANOVA test analysis indicates a significant difference in SPS mastery of pre-service teachers between open-ended inquiry, guided inquiry, and conventional group based on gender.
This means female preservice teachers in the guided inquiry had higher SPS than males.
Meanwhile, male pre-service teachers in the open-ended inquiry groups have higher SPSs than females.
This means using guided inquiry-based science learning modules impacts females, whereas open-ended inquiry impacts male pre-service teachers on SPS mastery.
The results are contrary to those of some previous studies (Al-Rabaani, 2014.
Astalini et al.
, 2023.
Nicol et al.
, 2.
but consistent with those of other previous studies (Evriani et al.
, 2017.
Kurniawan & Fadloli, 2.
showing that the SPS of female pre-service teachers is higher than that of males.
An analysis of the two-way ANOVA test shows no significant difference in SPS mastery of pre-service teachers based on study programs.
This means that the science lessons received by Biology and Physics preservice teachers are effective.
This learning is effective because each topic of pre-service teachersAo learning requires them to think critically and actively to develop SPS.
This is in line with the results of the studies by Krathwohl .
and Marzano et al.
It was also found that students who have gone through an active learning process can demonstrate complex thinking skills such as effective communication, cooperation, collaboration, and the ability to process information effectively and adequately (Knezek et al.
Krathwohl, 2.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
Mastering active thinking skill strategies is also needed to assist professional teachers in developing teaching and learning strategies (Sudirman et al.
, 2.
There is no difference in the SPS of pre-service teachers for both Biology and Physics study programs because the lecturers had attended seminars and workshops related to innovative learning that improved their SPS.
This studyAos results differ from those of previous studies by Jannah .
and Rustaman .
in that the SPSs of prospective Biology and Physics pre-service teachers had significant differences.
The results of the inference analysis using the 3 x 2 factorial MANOVA test based on the study program and class on the constructs of observing skills, hypothesizing skills, skills of designing experiments, and skills of applying concepts showed that the mean of the scores pre-service teachers who used guided inquiry in Biology and Physics study programs is higher than that of the open-ended inquiry class and the conventional class pre-service teachers.
As for the skill constructs of carrying out experiments and communication skills, their means of the scores of pre-service teachersAo classes using open-ended inquiry in the Biology and Physics study program are higher than those of students of the guided inquiry class and the conventional class.
The results show that pre-service teachers with openended inquiry have high observing skills, hypothesis skills, experimental design skills, and concept application skills in both Biology and Physics study programs compared to those using guided and open-ended inquiry.
All the skills fall into high-level skills (Krathwohl, 2.
, which include the activities of formulating problems, designing and carrying out a simple investigation, analyzing and interpreting data, and activities identifying and analyzing other explanations to be made, as well as activities communicating procedures and results of investigations, and creating (Marzano et al.
, 2.
In this study, for each hands-on activity in the guided inquiry-based learning, the pre-service teachers in both study programs have observation, hypothesis, experimental design, and good concept application skills.
For hands-on activities designed to train teachers to observe, they carried out observations using various media based on the concepts being learned, such as real objects, models, pictures, or graphs.
In addition to observing skill JIP-The Indonesian Journal of the Social Sciences .
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May 2025 e-ISSN: 2443-2067 aspects, the pre-service teachersAo hypothesizing skills, experiment-designing skills, and concept-applying skills were also investigated through activities designed with hands-on activity.
In the guided inquiry class in the Biology and Physics Study Program, the skill of creating hypotheses that the preservice teachers have is not a good result.
This is shown when pre-service teachers were asked to create hypotheses before the experiment was carried The ability of pre-service teachers to generate hypotheses is to guess or estimate from a research problem, make a hypothesis to connect two variables or make assumptions or conjectures (Margunayasa et al.
, 2.
The skills of pre-service teachers in planning investigations and applying the concepts in this study have improved.
Pre-service teachers in the guided inquiry classes in Biology and Physics study programs have the skills to prepare learning tools and materials before learning begins based on the concepts to be learned.
The skills needed in designing experiments, such as determining the tools and materials to be used, the objects to be investigated, the factors or variables considered, the criteria for success, the methods and work steps, and how to record and process data to conclude (Lestari & Diana, 2.
During designing and experimentation, the teacher should direct the experiment under study, and during the experiment, the teacher should act as a facilitator.
The skills of doing experiments and communicating in the openended inquiry class of the Biology and Physics Study Program are higher than those of the guided inquiry class and the conventional class.
The results of this study indicate that the activities of doing and communicating procedures and results of investigations at each meeting of pre-service teachers are good, as they were seen as very active in classroom The activeness of pre-service teachers in using this skill can be seen when each class finishes presenting the results of their group work, and other groups respond to the groups delivering the investigations through questions and answers.
However, some groups were not active in using this skill.
This indicates that the inactivity of pre-service teachers in conducting questionand-answer sessions was due to the weak ability of middle school teachers 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
to communicate the results of investigations.
Communication is a crucial skill that must be possessed, and guided inquiry can encourage students to communicate effectively, practically, and flexibly (Lusidawaty et al.
, 2020.
Siantuba et al.
, 2.
A learning experience geared towards increasing scientific literacy (Wenning, 2.
Inquiry learning should develop studentsAo SPS.
According to scholars (Jannah, 2020.
NRC, 2000.
Susilawati et al.
, 2.
, the essence of inquiry-based science learning generally involves students in the activity of formulating problems, designing and carrying out a simple investigation, analyzing and interpreting data and activities identifying and analyzing other explanations that will be made as well as activities communicating procedures and results of investigations, and creating (Marzano et al.
, 2.
Meanwhile, according to Krathwohl .
, it consists of recall, analysis, comparison, inference, and evaluation.
The study results show that the initial hypothesis (H.
is accepted, where learning with the open-ended and guided inquiry modules significantly affects pre-service teachersAo SPSs.
Inquiry-based learning encourages the improvement of science process abilities (Astalini et al.
, 2023.
Putra et al.
, 2016.
Zuhri et al.
, 2.
The importance of SPS in learning using inquiry (Al-Rabaani, 2014.
Astalini et al.
, 2023.
Zuhri et al.
, 2.
Teachers play an important role in developing studentsAo SPS.
Five aspects of the teacherAos role in facilitating students with learning experiences that can develop process skills are: first, providing opportunities to use SPS in exploring equipment and materials, as well as phenomena directly (Oztay et al.
, 2022.
Porter & Peters-Burton.
This allows students to use their feelings and collect evidence to raise questions and form hypotheses based on existing ideas.
Second, provide opportunities for discussion in class.
All participants in the class are allowed to share ideas, and other participants listen to or refute the ideas Third, listen to students who provide ideas and evaluate products to get the process they use in forming ideas.
For all stages of SPS, teachers can choose how students gather information and use evidence.
Fourth, encourage a critical review of how experimental results are obtained.
JIP-The Indonesian Journal of the Social Sciences .
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May 2025 e-ISSN: 2443-2067 During and after the experiment, students discussed how to get better data.
Fifth, it provides examples of the necessary techniques for advanced skills, such as graphic drawing.
In this study, each activity in the hands-on activities and pre-service teachersAo worksheets was designed to train them to have SPS.
SPS develops hands-on and teacher worksheet activities such as observing skills, hypothesizing skills, experiment designing skills, conducting experiments skills, applying concept skills, and communication skills.
Therefore, to improve SPSs, pre-service teachersAo learning is done by inquiry or discovery.
This is intended so pre-service teachers can develop high-level mental processes, such as critical thinking and decision-making (Nicol et al.
, 2.
Learning through discovery is not just science learning but a way of using science to teach students to think (Hafizan et al.
, 2012.
Noris et al.
, 2022.
Rampisela et al.
, 2.
Through SPSs such as observing, hypothesizing, designing experiments, carrying out experiments, applying concepts, and communication, this study provides opportunities for pre-service teachers to discover new concepts and develop their knowledge to make learning Supports AusubelAos theory .
that learning must be in other words, inquiry-based science learning modules can relate the knowledge possessed by pre-service teachers to the knowledge they have just learned.
Activities and exercises provided through hands-on and pre-service teachersAo worksheets can relate the knowledge possessed by pre-service teachers to the knowledge learned.
SPS is the essence of science educators, and students must understand it.
This relates to the limitations of science as a process, stating that science is not just facts.
It is the ability to use fundamental knowledge to predict or explain various natural phenomena.
Therefore, the need for SPS for pre-service teachers must be emphasized to enhance their teaching Thus, learning that emphasizes the active process of science can change teacher behavior in teaching science.
The findings of this study also hold broader implications beyond the Indonesian context, particularly in addressing global challenges in science 1.
JIP-The Indonesian Journal of the Social Sciences Enhancing Pre-Service TeachersAo Science Process Skills through Open-Ended Guided Inquiry Misbahul Jannah et al.
teacher education.
As demonstrated in both the open-ended and guided inquiry modules, inquiry-based science learning aligns with international educational goals that emphasize the development of critical thinking, scientific literacy, and inquiry competence among pre-service teachers (NRC.
Nicol et al.
, 2.
These skills are considered essential by global institutions such as UNESCO and the OECD to meet the targets of Sustainable Development Goal 4, which advocates for inclusive and quality education for Moreover, the study responds to a recurring issue reported internationallyAithe persistent gap in SPS among pre-service teachers despite exposure to formal coursework (Chabalengula et al.
, 2012.
Eryilmaz & Kara.
By offering evidence of how structured inquiry modules can improve SPS, this research contributes valuable insights that can inform teacher education policies and instructional design in developing countries and diverse educational systems striving for competency-based learning outcomes.
Conclusion The study was carried out to determine the pre-service teachersAo mastery of SPS by class, gender, and study program, who were taught using open-ended and inquiry modules and taught conventionally.
After analyzing and discussing the findings, it can be concluded that SPS, including observation, hypothesis, design experiment, and the application of the concepts, among pre-service teachers enrolled in two programs.
Physics and Biology, as well as to analyze differences by gender.
The findings indicate a significant difference in SPS mastery based on gender, but not between the study programs.
Student teachers studying Biology and Physics who used an inquiry module demonstrated an improvement in SPS mastery.
The results suggest that open-ended and guided inquiry modules effectively enhance Preservice teachersAo mastery of SPS.
Overall, inquiry-based learning is more effective than conventional teaching methods for improving mastery of SPS among Pre-service teachers.
JIP-The Indonesian Journal of the Social Sciences .
5 p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 Additionally, the study indicates that the inquiry-based modules have a similar positive impact on both male and female student teachers, increasing their SPS mastery.
However, it is essential to note that the study included a higher proportion of female student teachers, averaging 68.
compared to 21.
86% of male student teachers in guided inquiry and conventional classes.
Thus, the results may not represent each groupAos experiences comparably.
Moreover, the focus of this study does not delve into how teacher educators, differentiated by gender, teach Pre-service teachers to master SPS.
Therefore, further research is warranted to explore this aspect more Bibliography