Enhancing Problem Solving Skills and Concept Mastery Through the INSPIRE Learning Model
A Quasi-Experimental Study on Environmental Change Learning
Bibliographic Data
| ID | 22045191 |
|---|---|
| Authors | Paidi Paidi (0000-0001-9241-9455, Yogyakarta State University), Mualimin Mualimin (0000-0002-1809-3335, Yogyakarta State University), Atik Kurniawati (0000-0003-4731-6320, Yogyakarta State University), Ahmad Kamal Sudrajat (0000-0001-8697-724X, Yogyakarta State University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 6 |
| Pages | 897 |
| Publication date | 2026-06-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16060897 |
| OpenAlex | W7163924558 |
| Language | EN |
| References cited | 45 |
Recent evidence indicates that many high school students continue to exhibit weak problem-solving skills and incomplete conceptual understanding of environmental change, although both are critical for addressing increasingly complex ecological challenges in the 21st century. This study aims to evaluate the effectiveness of the INSPIRE learning model in enhancing problem-solving skills and conceptual mastery of environmental change among high school students. The INSPIRE model integrates e-modules, guided inquiry-based learning (GIBL), and deep learning principles into a cohesive instructional framework. A quasi-experimental design with a non-equivalent control group pretest-posttest approach was employed, involving 108 Grade 10 students in three groups: an experimental group applying the INSPIRE model, control group 1 utilising discovery learning, and control group 2 implementing guided inquiry without e-modules. Data were collected through pretests and posttests assessing problem-solving skills and conceptual mastery of environmental change, complemented by observations of the learning implementation. The results showed that students in the INSPIRE group obtained higher mean posttest scores in both problem-solving skills and concept mastery than students in the two control groups, with statistically significant differences (p
Concept learning · Conceptual change · Conceptual framework · Cooperative learning · Discovery Learning · Learning environment · Problem-based learning · Educational Methods and Outcomes · Science Education and Pedagogy · STEM Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |