International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020


IJSTR >> Volume 10 - Issue 2, February 2021 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

The Effect Of Networked-Based Inquiry Model On 21st-Century Skills

[Full Text]



Fuja Novitra, Festiyed, Yohandri



Networked-based Inquiry, Inquiry learning, 21st-Century Skills, Digital learning



This study aims to examine the effect of the Networked-based Inquiry Model on students’ 21st-Century Skills in physics learning. This study used a nonequivalent control group design model with a 2x3 factorial design. The research subjects comprised 6 classes from 3 different schools with 120 students. The research data were analyzed descriptively and the two-way analysis of variance (ANOVA) was based on a significance level of 5%. The findings show that the Networked-based Inquiry Model has higher effectiveness than the inquiry-based learning model in improving students’ 21st-Century Skills. Therefore, the Networked-based Inquiry Model can be a solution in implementing learning to follow the demands of the 21st-Century, especially in developing students’ 21st-Century Skills.



[1] R. Zais, Curriculum, Principles and Foundations. New York: Harper &. Row Publishers, 1976.
[2] P. P. Urone, R. Hinrichs, K. Dirks, and M. Sharma, College Physics. California: The LibreTexts Libraries, 2020.
[3] S. Bevins and G. Price, “Reconceptualising inquiry in science education,” Int. J. Sci. Educ., vol. 38, no. 1, pp. 17–29, 2016, doi: 10.1080/09500693.2015.1124300.
[4] NRC, Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington: National Academies, 2013.
[5] O. Kabil, “Philosophy in Physics Education,” Procedia - Soc. Behav. Sci., vol. 197, no. February, pp. 675–679, 2015, doi: 10.1016/j.sbspro.2015.07.057.
[6] N. M. Fuad, S. Zubaidah, S. Mahanal, and E. Suarsini, “Improving junior high schools’ critical thinking skills based on test three different models of learning,” Int. J. Instr., vol. 10, no. 1, pp. 101–116, 2017, doi: 10.12973/iji.2017.1017a.
[7] W. Wartono, M. N. Hudha, and J. R. Batlolona, “How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview?,” Eurasia J. Math. Sci. Technol. Educ., vol. 14, no. 2, pp. 691–697, 2018, doi: 10.12973/ejmste/80632.
[8] M. Duran and I. Dökme, “The effect of the inquiry-based learning approach on student’s critical-thinking skills,” Eurasia J. Math. Sci. Technol. Educ., vol. 12, no. 12, pp. 2887–2908, 2016, doi: 10.12973/eurasia.2016.02311a.
[9] G. Rodríguez, N. Pérez, G. Núñez, J. E. Baños, and M. Carrió, “Developing creative and research skills through an open and interprofessional inquiry-based learning course,” BMC Med. Educ., vol. 19, no. 1, pp. 1–13, 2019, doi: 10.1186/s12909-019-1563-5.
[10] T. Thompson, “Teaching Creativity Through Inquiry Science,” Gift. Child Today, vol. 40, no. 1, pp. 29–42, 2017, doi: 10.1177/1076217516675863.
[11] E. M. Furtak, T. Seidel, and D. Briggs, “Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis,” no. April 2014, 2012, doi: 10.3102/0034654312457206.
[12] B. Love et al., “Inquiry-Based Learning and the Flipped Classroom Model,” vol. 1970, no. December, 2015, doi: 10.1080/10511970.2015.1046005.
[13] S. Sinha, T. K. Rogat, K. R. Adams-Wiggins, and C. E. Hmelo-Silver, “Collaborative group engagement in a computer-supported inquiry learning environment,” Int. J. Comput. Collab. Learn., vol. 10, no. 3, pp. 273–307, 2015, doi: 10.1007/s11412-015-9218-y.
[14] J. Chen, M. Wang, T. A. Grotzer, and C. Dede, “Using a three-dimensional thinking graph to support inquiry learning,” J. Res. Sci. Teach., vol. 55, no. 9, pp. 1239–1263, 2018, doi: 10.1002/tea.21450.
[15] W. Xing, V. Popov, G. Zhu, P. Horwitz, and C. McIntyre, “The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning,” Comput. Human Behav., vol. 98, no. June 2018, pp. 267–276, 2019, doi: 10.1016/j.chb.2019.04.022.
[16] NRC, Assessing 21st Century Skills: Summary of a Workshop. J.A. Koenig, Rapporteur. Committee on the Assessment of 21st Century Skills. Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press, 2011.
[17] M. Webb and D. Gibson, “Technology enhanced assessment in complex collaborative settings,” Educ. Inf. Technol., vol. 20, no. 4, pp. 675–695, 2015, doi: 10.1007/s10639-015-9413-5.
[18] Q. Wang, “A generic model for guiding the integration of ICT into teaching and learning,” Innov. Educ. Teach. Int., vol. 45, no. 4, pp. 411–419, 2008, doi: 10.1080/14703290802377307.
[19] Ö. Ayvaz Tunç, “Material Development Based on Digital Storytelling Activities and Assessment of Students’ Views,” Int. J. Eval. Res. Educ., vol. 6, no. 1, p. 54, 2017, doi: 10.11591/ijere.v6i1.6347.
[20] F. Novitra, Festiyed, and Yohandri, “Validity of Networked-Based Inquiry Model to Improve 21st-Century Competencies of Students,” in The 2nd International Conference Innovation in Education, 2020, vol. 504, no. Advances in Social Science, Education and Humanities Research, pp. 35–41.
[21] J. C. Marshall, J. B. Smart, and D. M. Alston, “Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices,” Int. J. Sci. Math. Educ., vol. 15, no. 5, pp. 777–796, 2017, doi: 10.1007/s10763-016-9718-x.
[22] I. Kaiser, J. Mayer, and D. Malai, “Self-generation in the context of inquiry-based learning,” Front. Psychol., vol. 9, no. DEC, pp. 1–16, 2018, doi: 10.3389/fpsyg.2018.02440.
[23] M. Pedaste et al., “Phases of inquiry-based learning: Definitions and the inquiry cycle,” Educ. Res. Rev., vol. 14, pp. 47–61, 2015, doi: 10.1016/j.edurev.2015.02.003.
[24] N. Cowie and K. Sakui, “Assessment and e-learning: Current issues and future trends,” JALT CALL J., vol. 11, no. 3, pp. 271–281, 2015.
[25] D. Cadieux Bolden, J. Hurt, and M. K. Richardson, “Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report.,” I.E. Inq. Educ., vol. 9, no. 1, 2017.
[26] S. Robertson, S. Humphrey, and J. Steele, “Using Technology Tools for Formative Assessments,” J. Educ. Online, vol. 16, 2019, doi: 10.9743/jeo.2019.16.2.11.
[27] K. D. Gutierrez, S. Livingstone, K. Salen, and J. Sefton-Green, Connected learning: An agenda for research and design, no. January. Digital Media and Learning Research Hub, 2013.
[28] B. Trilling and C. Fadel, 21st Century Skills: Learning for Life in Our Times. San Francisco, CA: John Wiley & Sons, 2009.
[29] K. Mcknight et al., “Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning,” vol. 1523, no. May, 2016, doi: 10.1080/15391523.2016.1175856.
[30] P. J. Williams, N. Nguyen, and J. Mangan, “Using technology to support science inquiry learning,” J. Technol. Sci. Educ., vol. 7, no. 1, pp. 26–57, 2017, doi: 10.3926/jotse.234.
[31] J. E. Kukkonen, S. Kärkkäinen, P. Dillon, and T. Keinonen, “The Effects of Scaffolded Simulation-Based Inquiry Learning on Fifth-Graders’ Representations of the Greenhouse Effect,” Int. J. Sci. Educ., vol. 36, no. 3, pp. 406–424, 2014, doi: 10.1080/09500693.2013.782452.
[32] B. E. Erlandson, B. C. Nelson, and W. C. Savenye, “Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments,” Educ. Technol. Res. Dev., vol. 58, no. 6, pp. 693–710, 2010, doi: 10.1007/s11423-010-9152-7.
[33] J. C. Hong et al., “The effect of the ‘Prediction-observation-quiz-explanation’ inquiry-based e-learning model on flow experience in green energy learning,” Comput. Educ., vol. 133, pp. 127–138, 2019, doi: 10.1016/j.compedu.2019.01.009.
[34] S. Majumdar, Modelling ICT Development in Education. Boon: UNESCO-UNEVOC, 2009.
[35] J. Groff, Technology-Rich Innovative Learning Environments. Paris: OECD Publishing, 2013.
[36] I. I. Supianti, “Pemanfataan Teknologi Informasi dan Komunikasi ( TIK ) dalam Pembelajaran Matematika,” vol. 4, no. 1, pp. 63–70, 2018, doi: 10.30653/003.201841.44.
[37] D. McConnell, E-Learning Groups And Communities. 2006.
[38] AASL, Standards for the 21st Century Learner. Chicago, Illinois: American Association of School Library, 2019.
[39] Partnership for 21st Century, Framework for 21st Century Learning Definitions. 2019.
[40] P. Bell, B. Lewenstein, A. W. Shouse, and M. A. Feder, Science Learning in Designed Settings. Washington: National Academies, 2009.
[41] D. Nacu, C. K. Martin, and N. Pinkard, “Designing for 21st century learning online: a heuristic method to enable educator learning support roles,” Educ. Technol. Res. Dev., vol. 66, no. 4, pp. 1029–1049, 2018, doi: 10.1007/s11423-018-9603-0.
[42] C. Greenhow, “Online social networking and learning: What are the interesting research questions?,” Int. J. Cyber Behav. Psychol. Learn., vol. 1, no. 1, pp. 36–50, 2011, doi: 10.4018/ijcbpl.2011010104.
[43] A. Ferrari, “Digital Competence in Practice: An Analysis of Frameworks. Technical Report by the Joint Research Centre of the European Commission.,” Publ. Off. Eur. Union, 2012, 2012, doi: 10.2791/82116.
[44] F. Novitra, Festiyed, and Yohandri, “Hubungan Digital Attitude and Literacy dengan 21st-Century Competencies Siswa SMA di Provinsi Jambi,” J. Eksakta Pendidik., vol. 4, no. November, pp. 130–137, 2020.
[45] Darmaji, D. A. Kurniawan, Astalini, A. Lumbantoruan, and S. C. Samosir, “Mobile Learning in Higher Education for The Industrial Revolution 4 . 0 : Perception and Response of Physics Practicum,” Int. J. Interact. Mob. Technol., vol. 13, no. 09, pp. 4–20, 2019.
[46] I. Elmahdi, A. Al-Hattami, and H. Fawzi, “Using Technology for Formative Assessment to Improve Students’ Learning.,” Turkish Online J. Educ. Technol. - TOJET, vol. 17, no. 2, pp. 182–188, 2018.
[47] T. H. Brown and L. S. Mbati, “Mobile Learning : Moving Past the Myths and Embracing the Opportunities,” vol. 16, no. 2, pp. 115–135, 2015.
[48] H. Crompton, D. Burke, K. H. Gregory, and C. Gra, “The Use of Mobile Learning in Science : A Systematic Review,” 2016, doi: 10.1007/s10956-015-9597-x.
[49] R. Mallya. K and B. Srinivasan, “Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students,” Int. J. Biomed. Eng., vol. 15, no. 09, pp. 80–87, 2019.
[50] A. Razzaq, Y. T. Samiha, and M. Anshari, “Smartphone Habits and Behaviors in Supporting Students Self-Efficacy,” Int. J. Emerg. Technol. Learn., vol. 13, no. 02, pp. 94–109, 2018.
[51] C. S. Chang, E. Z. F. Liu, H. Y. Sung, C. H. Lin, N. S. Chen, and S. S. Cheng, “Effects of online college student’s Internet self-efficacy on learning motivation and performance,” Innov. Educ. Teach. Int., vol. 51, no. 4, pp. 366–377, 2014, doi: 10.1080/14703297.2013.771429.