Analysis Effectiveness of Guided Inquiry Implementation to Improve Students’ Science Process Skills

In improving science process skills, several learning approaches are carried out by teachers to achieve these objectives. One of the learning approaches used is the guided inquiry implementation. The objective of this research was to analyse effectiveness of the guided inquiry implementation to improve science process skills for elementary, junior high, and senior high school students. The research method used is study literature from various studies that have been published in journals, both nationally and internationally. Based on the analysis of 30 articles using the guided inquiry implementation, it is concluded that this learning approach is effective in improving science process skills, but teachers need to be aware for some strengths and weaknesses of this learning approach, so they need to be creative and innovative to develop the method used based on the characteristics of students in order to achieve the objective. Additionally, the use of the guided inquiry implementation can also improve long term memory, critical and creative thinking skills, motivation to learn science


INTRODUCTION
Science is one of the knowledge that study everything around us systematically. Science is included in the category of special knowledge because it includes observation, experimentation, conclusion and the formulation of theories that are interrelated one another (Vom Brocke et al., 2020;Baskerville et al., 2018). In this case, science is more likely to learn something that has a process in improving students' abilities and skills so that certain learning approaches are needed to make students understand and apply learning materials easier in order the material delivered will be stored in student's longterm memory indirectly.
Nowadays, suspicion arises that science learning at school tends to be bored which is dominated by lecture method implementation. The main orientation of the science learning was suspected only at the completion of the material according to the allocated time based on the school curriculum used and it will make science learning cannot be optimal to develop student potential. The science learning approaches recommended by many experts is student-centered learning whereas provide opportunity for the students to learn "learning", not to learn "receiving" only (Ha & Kim, 2019). Discovery learning opportunities are developed in the form of inquiry base learning approach (Mariyana et al., 2020;Behfar & Okhuysen, 2018). Inquiry base curriculum is allocated 50% of the time for doing experiment so the students can solve the problem by finding their own concept and develop their curiousity.
Several methods of learning science are carried out by teachers, one of the methods used is inquiry (Quintana et al., 2018;Zhai, 2021;García-Carmona, 2020). According to Piaget, inquiry method is a learning method that prepares students to conduct extensive self-experiments in order to observe what is happening, explore what they do, ask questions, and find answer on their own, as well as linking one discovery to another. Inquiry is a learning method developed so that the students find and use various sources of information and ideas to improve their understanding of certain problems, topics and issues (Zhai, 2021).
There are three types of inquiry method, they are guided inquiry, free inquiry and modified free inquiry. Guided inquiry is an inquiry method that uses guidelines in the form of questions that are used to guide students, while free and modified inquiry are more likely to provide opportunities to conduct the students' research to solve the problems through observation, exploration and research procedures. In guided inquiry learning approach, teacher acts as a facilitator in learning where teacher provides stimuli in the form of sentences or questions so that students become more active and motivated to develop their passion of thinking (Alamer & Al Khateeb, 2021). Additionally, the teacher also plays a role in providing instructions when students face difficulties in learning and being aware of mistakes by students during the research process and developing their self-confidence (Hong et al., 2021;García-Carmona, 2020).
Practically, learning activities using a guided inquiry learning approach consist of six steps starting from presenting problems, making hypotheses, designing experiments, conducting experiments, analysing data and making conclusion. The implementation of this approach requires students' activeness from the beginning to the end of learning process and encourage students to be more creative and innovative in solving problems occured when conducting experiments (Husni, 2020;Gunawan et al., 2019). The guided inquiry implementation in this study aims to improve science process skills so that it can be the basic skill in developing themselves to be able to think critically, logic, analytically and systematically. Science process skills are basic skills that facilitate learning in science, enable students to be active, develop a sense of responsibility, improve learning and research methods. Science process skills help students develop a sense of responsibility in learning and increase the importance of research methods in the learning process (Zhai, 2021;García-Carmona, 2020). In this case, students will experience development and improvement continuously both physically and mentally.
Science process skills are divided into two groups, they are basic process skills and integrated skills. The basic process skills consist of observing, inferring, measuring, communicating, classifying and predicting. Meanwhile, integrated skills include controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. This literature study is needed since analysis effectiveness of guided inquiry is not clearly understood. Therefore, this research need to be conducted to determine the effectiveness of guided inquiry implementation to improve students' science process skills. The result of the literature study can inform teachers, educators, and Education Government to develop their learning approach in science class so the students can improve the science process skills continuously and also develop themselves to learn and get science experience more lively as the long life learner eventhough there is no science teacher to teach and supervise them, because the students' curiousity and skills are already develop in the science learning process independently previously.

RESEARCH METHOD
This research uses a literature study to describe and analyse effectiveness of the guided inquiry implementation in improving science process skill by finding the strength and weakness of guided inquiry implementation in every literature analysed. This research conducted by several previous researchers (Juhji, 2016). This literature study is taken from 30 articles or journals from various sources published over last 10 years between 2013-2022 regarding guided inquiry implementation. The steps of the literature study to analyse effectiveness of the guided inquiry implementation to improve science process skill is shown in Figure 1. inquiry implementation to improve students' science process skills

RESULTS AND DISCUSSION
Analysis results of guided inquiry implementation are shown in Table 1 (Appendix). The guided inquiry implementation has slightly different characteristics from other learning implementation since this learning approach prioritize the student learning center, where the teacher does not deliver material to students at the beginning of the learning, but rather gives questions or statements that trigger students to find the answer by their own. In this case, the teacher acts as a facilitator during the learning process. This learning approach will be able to develop students' science process skills in accordance with the planning and learning objectives both direct and indirectly. This implementation also needs teacher's creativity in triggering the abilities and students' thinking process skills so they have a broad view in investigating and solving a scientific problem. From the study literature research finding in Table 1, some shows in general that the inquiry implementation carried out for various level (Elementary, Middle, and Senior High School students) can improve cognitive learning outcomes, in the form of critical thinking ability and learning results, and also can improve psychomotor learning outcomes, in the form of basic and integrated science process skills and critical thinking skills. According to Susilawati et al. (2015), students in guided inquiry class have better science process skills compared to students in conventional class learning approach. The same idea also mention by Alhudaya et al. (2018) that students science process skill and concept understanding who learned using guided inquiry are better than students who learned using discovery learning. It shows that the guided inquiry implementation is considered effective for improving science learning skills and outcomes. This learning approach implementation also have positive effect between science process skills to cognitive learning result (Iswatun et al., 2017). There are some methods developed by teachers when guided inquiry learning approach is implemented. Teachers can develop their own idea and creativity based on the Science topic delivered to the students. Guided inquiry learning approach using direct practical activity and virtual are considered to be better than direct method to improve student's physics learning outcomes. Another guided inquiry implementation using question approach is effective for the concept understanding and science process skill (Widyawati et al., 2019). Sukariasih et al. (2019) also stated that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain in the subject matter of light in atmosphere. It shows that teachers need to be creative and innovative in implementing guided inquiry learning approach using new method or they can use the previous method, but developed based on the students' characteristics, so this method can improve the students' science process skills as well as other skills will be improved also when the method is implemented. There are some strengths of guided inquiry implementation. The strengths are: (1) It helps the students' development in scientific literacy and process, vocabulary knowledge and concept understanding, (2) critical thinking, (3) positive attitude, and (4) give long life learning experiences. This implementation helps students to develop their cognitive and skill's process, providing opportunities to move forward according to the students' abilities, and also students are motivated to learn since they are directly involved in the learning process. Additionally, this method also develop students' enthusiasm through the investigation and also giving experience of success and failed during investigation process.
In other side, guided inquiry implementation has some weaknesses. The first one is in the time allocation, where the students need a long time to find and collect data or information during investigation, compared with the conventional method where the teacher directly deliver the material to students. Another weakness is related to the number of students in class, if there are too many students in class, this method will not be effective enough compared to the class with small numbers of students. Too many students in the class will also make some students tend to be less active in the investigation carried out by the group. Therefore, in implementing guided inquiry learning approach, teachers need to make plan and make a learning program carefully to avoid obstacles as mentioned in the weakness of the implementation above. It is necessary to make a learning implementation plan or learning objective flow specifically including the characteristics of students with various cognitive level and time allocation during learning process so this learning approach can be very effective to improve students' science process skills (Sukariasih et al., 2019). The author suggests designing learning in the form of group work and dividing groups of students proportionally by combining students who are in the high, medium, and low cognitive level in the same group. Hopefully, through this study literature analysis, the guided inquiry implementation runs smoothly based on the objective which is to improve students' science process skills according to the specified learning plans and achievements and also can fulfill the time allocation planned.

CONCLUSION
Based on the study literature review of guided inquiry implementation in 2013-2022, it can be concluded that this method is considered effective and has a positive value in improving students' science process skills. The implementation of this learning approach is also useful for improving students' reasoning abilities, scientific and critical thinking skills and students' learning outcomes. There are some strengths and weaknesses of guided inquiry implementation. Teachers need to be aware when implement this learning approach to avoid obstacles during learning acitivity. In order to achieve the objective, teachers need to prepare the lesson plan carefully based on the students' characteristics. For the future research, the scale used for the study literature review can be made wider, especially for the objective, not only to improve students' science process skills, but also included to improve another science skills, such as critical, high order, and scientific thinking skill. Another thing can be develop is the method used in guided inquiry implementation. It needs teachers' creativity and innovation to develop the method used to improve not only science process skills, but another skills as well, using "new fresh method" based on students' characteristics nowadays, not only using direct or practical activity method. There are no differences science process skills between experimental and control class students, while the mastery of science concept experimental class differences than control class students, and science process skills students have positive correlation with science concept mastery. (Susilawati et al., 2015)  Students science process skills in guided inquiry class have higher score rather than control class