The inquiry-based integrated thematic model was implemented at a very good level (mean RPP implementation score 92) versus good (83) for thematic instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptive implementation scores showed the experimental group's lesson-plan implementation rated very good (mean 92) and the control group's rated good (mean 83). → Chumdari 2018

Evidence¶

Chumdari 2018¶

Chumdari, Sri Anitah, Budiyono, & Nunuk Suryani. (2018). Inquiry-based Integrated Thematic Instruction On Character Education Of Primary School Students. International Journal of Education & Literacy Studies, 6(2). https://doi.org/10.7575/aiac.ijels.v.6n.2p.69

q2 · i? · causal · r2

Descriptive analysis of lesson-plan (RPP) implementation across six meetings in both groups, using the article's observation instruments. The experimental mean was 92 (very good); the control group's implementation mean was 83, classified good. No inferential test is reported for this difference.

"Table 3 shows the mean score of RPP implementation is 92, which is very good. It indicates the implementation of an inquiry-based integrated thematic instructional model is done very well."

Discussion¶

Related Claims¶

• Inquiry-based integrated thematic instruction produces significantly higher character education scores than thematic instruction in primary school students — related
• Students taught with structured inquiry report more favourable attitudes and perceptions than conventionally taught students — related
• Students taught light and sound waves with guided inquiry teaching method scored significantly higher at post-test than students taught with the conventional method — related
• Structured inquiry instruction produces significantly higher geometry concept understanding than conventional instruction in a quasi-experiment — related