Students’ science process skills and interpersonal intelligence in biology learning using guided inquiry

N. Nopiya, Anna Fitri Hindriana, S. Sulistyono


Teacher-centered learning has no ability in empowering students’ science process skills and interpersonal intelligence. This study aimed at analyzing the effect of guided inquiry on students’ Science Process Skills (SPS) and Interpersonal Intelligence (II). This quasi-experiment used nonequivalent control group design. This study involved control and experimental classes of eleventh graders in biology class in which the material learnt was respiratory system. The SPS data was collected using test instrument, whereas the II data was gained using observation sheet. The analysis results informed that the students who joint the guided inquiry class possessed the better competencies, both in their SPS (p = 0.04) and II (p = 0.001). Therefore, the guided inquiry significantly contributes toward the improvement of students’ SPS and II. The findings of this research can be the considerable information to creat the learning which acommodates students’ SPS and II.


guided inquiry; interpersonal intelligence; science process skills

Full Text:



Abungu, H. E., Okere, M. I. O., & Wachanga, S. W. (2014). The effect of science process skills teaching approach on secondary school students’ achievement in chemistry in Nyando District, Kenya. Journal of Educational and Social Research, 4(6), 359–372. doi:

Berrocal, P. F., Extremera, N., Lopes, P. N., & Aranda, D. R. (2014). When to cooperate and when to compete: Emotional intelligence in interpersonal decision-making. Journal of Research in Personality, 49, 21–24. doi:

Birren, J. M., & Kieboom, L. A. V. D. (2017). Exploring the development of core teaching practices in the context of inquiry-based science instruction: an interpretive case study. Teaching and Teacher Education, 66, 74–87. doi:

Connors, P. (2019). Guided inquiry-based learning and the date label/milk waste conundrum. Journal of Nutrition Education and Behavior, 51(7), 79–85. doi:

Cotton, J. A. (2009). Guided inquiry: learning in the 21st century. The Journal of Academic Librarianship, 35(1), 102–110. doi:

Ebert, L., Mollart, L., Nolan, S. J., & Jefford, E. (2020). Nurses and midwives teaching in the academic environment: An appreciative inquiry. Nurse Education Today, 84, 1–10. doi:

Eskin, H., & Bekiroglu, F. O. (2013). Argumentation as a strategy for conceptual learning of dynamics. Research of Science Education, 43(5), 1939–1956. doi:

Freudenthaler, H. H., & Neubauer, A. C. (2005). Emotional intelligence: the convergent and discriminant validities of intra- and interpersonal emotional abilities. Personality and Individual Differences, 39(3), 569–579. doi:

Gillies, R. M., & Rafter, M. (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87, 1–10. doi:

Hindriana, F. A. (2016). The development of biology practicum learning based on vee diagram for reducing student cognitive load. Journal of Education, Teaching and Learning, 1(2), 61–65. doi:

Hong, J. C., Tsai, C. R., Hsiao, H. S., Chen, P. H., Chu, K. C., Gu, J., & Sitthiworachart, J. (2019). The effect of the “prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning. Computers & Education, 133, 127–138. doi:

Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61, 35–44. doi:

Lawless, K. A., Brown, S. W., Rhoads, C., Lynn, L., & Newton, S. D. (2018). Promoting students’ science literacy skills through a simulation of international negotiations: the globaled 2 project. Computers in Human Behavior, 78, 389–396. doi:

Linnell, J., Brian, K., Scherr, R., Nicholson, Y., Spezzano, T., Smith, M. H., & Cherr, S. Z. (2013). Using lesson artifacts to evaluate acquisition of nutrition terms and concepts and development of science process skills. Journal of Nutrition Education and Behavior, 45(4), 38–45. doi:

Liu, L., Xu, L., Xiao, X., Liu, L., & Li, Y. (2020). Positive influence of peers’ interpersonal character on children’s interpersonal character: The moderating role of children’s and peers’ social status. Journal of Adolescence, 79, 157–172. doi:

Luijk, L. U., Kruger, M., Zijlstra, B., & Volman, M. (2019). Teachers’ role in stimulating students’ inquiry habit of mind in primary schools. Teaching and Teacher Education, 86, 1–10. doi:

Makar, K., Ali, M., & Fry, K. (2018). Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students. International Journal of Educational Research, 92, 188–198. doi:

Metcalf, S. J., Reilly, J. M., Kamarainen, A. M., King, J., Grotzer, T. A., & Dede, C. (2018). Supports for deeper learning of inquiry-based ecosystem science in virtual environments - Comparing virtual and physical concept mapping. Computers in Human Behavior, 87, 459–469. doi:

Michos, K., & Leo, D. H. (2020). CIDA: A collective inquiry framework to study and support teachers as designers in technological environments. Computers & Education, 143, 1–10. doi:

Murphy, N. A., & Hall, J. A. (2011). Intelligence and interpersonal sensitivity: A meta-analysis. Intelligence, 39(1), 54–63. doi:

Nenadal, L., & Mistry, R. S. (2018). Teacher reflections on using inquiry-based instruction to engage young children in conversations about wealth and poverty. Early Childhood Research Quarterly, 42, 44–54. doi:

Rey, L., & Extremera, N. (2014). Positive psychological characteristics and interpersonal forgiveness: identifying the unique contribution of emotional intelligence abilities, big five traits, gratitude and optimism. Personality and Individual Differences, 68, 199–204. doi:

Roller, M. C., & Zori, S. (2017). The impact of instituting process-oriented guided-inquiry learning (POGIL) in a fundamental nursing course. Nurse Education Today, 50, 72–76. doi:

Romero, N. A. R., Berrocal, P. F., Estrada, J. G. S., & Guajardo, J. G. (2017). Positive emotions, self-esteem, interpersonal relationships and social support as mediators between emotional intelligence and life satisfaction. Journal of Behavior, Health & Social Issues, 9(1), 1–6. doi:

Stouwe, T. V. D., Asscher, J. J., Hoeve, M., Laan, P. H. V. D., & Stams, G. J. J. M. (2018). Social skills training (SST) effects on social information processing skills in justice-involved adolescents: Affective empathy as predictor or moderator. Children and Youth Services Review, 90, 1–7. doi:

Teig, N., Scherer, R., & Nilsen, T. (2018). More isn’t always better: the curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20–29. doi:

Ucar, S., & Trundle, K. C. (2011). Conducting guided inquiry in science classes using authentic, archived, web-based data. Computers & Education, 57(2), 1571–1582. doi:

Wang, J., & Jou, M. (2016). Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing, Taipei, and Chicago. Computers in Human Behavior, 60, 212–222. doi:

Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Chiang, S. H., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 1–10. doi:

Yudarwati, G. A. (2019). Appreciative inquiry for community engagement in Indonesia rural communities. Public Relations Review, 45(4), 1–10. doi:

Zhang, L. (2019). “Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students’ learning of energy-related science concepts. Learning and Instruction, 60, 199–205. doi:

DOI: | Abstract views : 102 | PDF views : 0 |


  • There are currently no refbacks.

Copyright (c) 2020 Nopiya et al

License URL:

View JPBI Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.