Peer-reviewed article
INQUIRIES LEARNING MODEL TO INCREASE LEARNING OUTCOMES FOR PRIMARY SCHOOL CHILDREN
Stelly V Manawan, Melkian Naharia, Hetty Tumurang ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This classroom action research study looked at whether an inquiry learning model (called e-inquiry in the aims) could improve learning outcomes in vocabulary development. The subjects were 30 kindergarten (PAUD) children in Indonesia. The same group was followed through two teaching cycles. Children's learning outcomes rose from 67% in cycle I to 90% in cycle II, and most children said they enjoyed the lessons. The title refers to primary school children, but the abstract describes kindergarten children.
Key points
- Children's learning outcomes rose from 67% in cycle I to 90% in cycle II.
- Teacher activity rose from 82% to 92% between cycle I and cycle II.
- Student activity rose from 85% to 95% between cycle I and cycle II.
- 88% of children said they were happy to take part in the learning, and 12% said they were not.
- The authors conclude that the inquiry model improved kindergarten children's learning outcomes in vocabulary development.
Limitations
The study had 30 children, one group and no comparison group, so the gains cannot be attributed to the inquiry model alone. The abstract does not say how outcomes were measured or whether the results would hold elsewhere, and the title (primary school) does not match the kindergarten sample.
Abstract
Background. Education is a crucial factor in human life because it can encourage and determine the progress of a nation. Therefore, education is focused on increasing human resources so thateducation can improve human quality in all aspects of life. Education, as one of the most critical sectors in national development, plays a crucial role in improving the quality of life for the Indonesian people. Aims. This study aims to determine how to improve student learning outcomes through the e-inquiry learning model in PAUD children. Methods. This research is a classroom action research (CAR) study, with kindergarten children as the subjects, totaling 30 participants. The data sources are obtained from test results, observations, and questionnaires. Result. Based on the research results, the data obtained from the first cycle of teacher activity is 82%, and the data from student activity is 85%. Meanwhile, teacher activity in cycle II was 92% and student activity was 95%. And children's learning outcomes in the first cycle of 67% and in the second cycle increased by 90%. The child's response to the learning provided by the teacher is also quite good, with kindergarten children expressing pleasure in participating in this learning at a rate of 88%, and those who stated that they were not happy to participate in this learning at a rate of 12%. Conclusion. Thus, it can be concluded that the application of the Inquiry learning model can improve the learning outcomes of kindergarten children in vocabulary development materials. The activities of teachers and kindergarten children have been going well and are receiving a good response from the students.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Teaching with an inquiry (e-inquiry) learning model, delivered in two classroom action research cycles
- Population
- 30 kindergarten children in Indonesia
Key finding
Children's learning outcomes rose from 67% in cycle I to 90% in cycle II.
Manawan et al. · Crossref · 9 Oct 2025