Exploring the emergence of scientific ethics in inquiry-based renewable energy learning: a case study in elementary school
DOI:
https://doi.org/10.21067/jbpd.v10i1.12431Keywords:
inquiry learning, scientific ethics, renewable energy, science, elementary schoolAbstract
This study explores the emergence of scientific ethics through inquiry-based renewable energy learning among fifth-grade elementary students. While inquiry-based learning (IBL) is widely recognized for improving scientific literacy and conceptual understanding, its role in fostering scientific ethical values at the elementary level remains underexplored. Using a qualitative case study design at SDN Ciptomulyo 1 Malang City, data were collected through participant observation, in-depth interviews, and documentation, and analyzed thematically. The findings indicate that inquiry activities involving experiments with mini solar panels and windmills fostered honesty in data recording, responsibility in conducting procedures, openness to empirical evidence, collaborative engagement, and critical reflection on experimental outcomes. These ethical dispositions emerged through structured investigation and teacher-facilitated discussion. The study highlights that inquiry-based renewable energy instruction not only enhances conceptual mastery but also supports the development of scientific character in elementary science education.
Downloads
References
Alarcón, D. A. U., Talavera-Mendoza, F., Rucano Paucar, F. H., Cayani Cáceres, K. S., & Viza, R. M. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education, 8, Article 1170487. https://doi.org/10.3389/feduc.2023.1170487
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Braund, M., & Hames, V. (2022). Inquiry-based practical science and pupil agency in primary classrooms. Research in Science Education, 52(6), 1653–1674. https://doi.org/10.1007/s11165-020-09961-3
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Eymür, G., & Çetin, P. S. (2024). Investigating the role of an inquiry-based science lab on students’ scientific literacy. Instructional Science, 52, 743–760. https://doi.org/10.1007/s11251-024-09672-w
Eymür, G., & Demirel, Ö. (2024). The role of inquiry-based science labs in developing scientific literacy: An experimental study. Learning Environments Research, 27(1), 45–62. https://doi.org/10.1007/s10984-023-09459-9
Gianistika, C., Arini, D. A., & Azizah, S. (2021). Penerapan metode inkuiri terhadap kemampuan berpikir kritis siswa pada pembelajaran IPA di sekolah dasar. Jurnal Tahsinia, 2(1), 39–46. https://doi.org/10.57171/jt.v2i1.290
Hamid, A., Yunus, M., Safira, A., Satria, D., & Dipalaya, A. (2023). Guided inquiry learning model to improve responsible scientific attitudes in elementary school students. Jurnal Basicedu, 7(6), 12152–12163. https://doi.org/10.31004/basicedu.v7i6.6977
Hasanah, N. (2024). Scientific epistemic cognition and its role in strengthening primary students’ scientific literacy. Journal of Science Education Research, 11(2), 55–70.
Jannah, M., Sudibyo, E., & Mursyidah, R. W. (2024). Analisis keterampilan literasi sains siswa melalui implementasi model pembelajaran guided inquiry. PENSA E-Jurnal: Pendidikan Sains, 12(3), 88–92. https://doi.org/10.26740/pensa.v12i3.62670
Kamarudin, N., Rahim, F. H., & Said, M. (2024). Digital inquiry learning and its implications for primary science teachers’ pedagogical readiness. International Journal of Instruction, 17(1), 211–226.
Kotsis, A. (2024). Experimentation and inquiry in primary science education. International Journal of Science Education, 46(2), 255–272. https://doi.org/10.1080/09500693.2023.2279402
Levitt, H. M. (2021). Qualitative generalization and evaluation in qualitative research. Journal of Counseling Psychology, 68(2), 110–122. https://doi.org/10.1037/cou0000474
Li, Y., Zhang, X., & Tsai, C. C. (2024). Teachers’ beliefs about inquiry-based instruction and their classroom implementation. Teaching and Teacher Education, 132, 104231. https://doi.org/10.1016/j.tate.2023.104231
Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2016). Plausibility judgments and epistemic cognition in science learning. Educational Psychologist, 51(1), 35–56. https://doi.org/10.1080/00461520.2015.1113134
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.
Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, J. (2021). Pedagogical approaches for fostering scientific attitudes in early childhood education. Education Sciences, 11(9), 523. https://doi.org/10.3390/educsci11090523
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.
Sawitri, A. D., Priyanti, P. W., Wanah, N., & Prayogo, M. S. (2024). Membangun generasi peduli lingkungan: Analisis literatur pembelajaran sains SD/MI. INKUIRI: Jurnal Pendidikan IPA, 13(1), 106–113. https://doi.org/10.20961/inkuiri.v13i1.80296
Suhirman, S., Prayogi, S., & Asy’ari, M. (2022). Developing scientific literacy through inquiry-based learning in primary education. Jurnal Pendidikan IPA Indonesia, 11(3), 412–423. https://doi.org/10.15294/jpii.v11i3.36547
Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (2nd ed.). Wiley-Blackwell.
Widowati, E., Nurohman, S., & Anjarsari, P. (2023). Authentic inquiry learning to enhance elementary students’ scientific attitudes. Jurnal Pendidikan IPA Indonesia, 12(2), 233–244. https://doi.org/10.15294/jpii.v12i2.40640
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.
Zohar, A., & Barzilai, S. (2019). Epistemic thinking in science education. Educational Psychologist, 54(3), 203–221. https://doi.org/10.1080/00461520.2019.1630481
Zimmerman, C. (2017). The development of scientific thinking skills in elementary and middle school. Developmental Review, 45, 1–29. https://doi.org/10.1016/j.dr.2017.04.001
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.
Jurnal Bidang Pendidikan Dasar allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Jurnal Bidang Pendidikan Dasar