Inquiry-based integrated thematic instruction produces significantly higher character education scores than thematic instruction in primary school students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Primary students taught with the inquiry-based integrated thematic model scored significantly higher on character education than students taught with the thematic instruction model (mean rank 176.07 vs 95.92). → 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

q3 · i? · causal · r1

Quasi-experiment using a Randomized Static Group Comparison Design with 129 experimental and 139 control students in Surakarta elementary schools. The Mann-Whitney U Test showed the experimental group "Mdn = 3.513" versus control "Mdn = 3.299", significant at .000<.05; no standardized effect size is printed.

"Data processing using SPSS 17 with Mann-Whitney U Test obtained the result of the experimental group ( Mdn = 3.513) and control group ( Mdn = 3.299), U = 3603.000, r =.000 (Asymp. Sig. (2-tailed).000<.05)."

Discussion¶

Related Claims¶

• The inquiry-based integrated thematic model was implemented at a very good level (mean RPP implementation score 92) versus good (83) for thematic instruction — related
• Learning with a textbook thematic based character education produces higher thematic-learning outcomes than a conventional textbook for fourth-grade primary students — related
• The character-education thematic textbook also raises experimental-class posttest means well above pretest means — related
• Demonstration strategy produces significantly better academic performance in Electrical Installation than inquiry strategy — related