Universal Journal of Educational Research 8(3): 942-947, 2020 http://www.hrpub.

org
DOI: 10.13189/ujer.2020.080328

Interaction Pattern of Inquiry Learning on Data

Collection and Presentation Material at
SDN 13 Ampenan
Intan Dwi Hastuti1, Surahmat2, Sutarto3,*

1
Faculty of Teacher Training and Education, Muhammadiyah University of Mataram, Indonesia
2
Department of Mathematics Education, Universitas Islam Malang, Indonesia
3
Faculty of Mathematics and Sciences Education, IKIP Mataram, Indonesia

Received December 19, 2019; Revised January 27, 2020; Accepted February 7, 2020

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract This study aims to describe the inquiry

learning interaction patterns on data collection and data
presentation in terms of metacognitive activities.
Interaction in inquiry learning allows children to help one 1. Introduction
another and learn from one another in constructing
mathematical knowledge. Researchers observed the Interaction is an important component of learning
learning process of the fifth-grader at SDN 13 Ampenan activities. Interaction is a reciprocal process between
Mataram, West Nusa Tenggara. This research is students and the learning environment in order to achieve
descriptive qualitative research. The subjects in this study the desired learning goals (Wagner, 1994; Kahveci &
consisted of 30 fifth graders involved in small groups of Imamoglu, 2007; Wang, Chen, & Anderson, 2014). Based
classrooms learning and interaction. Data collection is on Vygotsky's theory, learning interactions between
done through classroom observation and the entire learning students in groups and interactions between students and
process recordings. The researcher also made field notes learning resources are believed to be able to awaken
during the learning process. The results of the analysis children's thought processes. Interaction of peers presents
show that there are three interaction patterns formed. There unique context for students to attempt new ideas,
are 1) interaction patterns between students and teachers, 2) experiment or to make new challenges or new problems
interaction patterns among students and learning resources, (Beltran, 2017). There are three types of learning
3) interaction patterns among students, teachers, and interactions; interactions between students and students,
learning resources. The interaction pattern between interactions between teachers and students, and
students and teacher occurred dominantly at the orientation interactions between students and learning resources (Chen,
and conclusion stages. The interaction pattern between 2004; Sutarto & Syarifuddin, 2013; Sutarto, et al, 2019).
students and students and learning resources Interaction in inquiry learning allows children to help
predominantly occurs at the stage of problem-solving. The one another and learn from one another in constructing
interaction pattern between students and students, teachers, mathematical knowledge. Moreover, group discussions in
and learning sources were more dominant in the stages of inquiry learning encourage students to work together in
preparing hypotheses, data collection, and data analysis. inquiry and discovery activities. Student’s social
Through inquiry learning, students are able to construct interactions that occur in inquiry learning are designed to
their own knowledge better through meaningful learning resemble the activities of a scientist, where students engage
where they are fully involved in observing and measuring in problems related to the content, question, analyze ideas,
activities with their friends in a group. In-group inquiry strategies, and discuss the result and its significance
learning also encourages the emergence of students' (Ellwood & Abrams, 2018). Research conducted by
metacognitive activities. Mulyeni, Jamaris and Supriyati (2019) also present that
factors contributing toward inquiry learning model are the
Keywords Learning-Interaction, Inquiry Learning, use of work sheets, interaction between peers and teachers.
Metacognitive Activities, Elementary School Therefore, the aim of this research is to describe patterns of
 Universal Journal of Educational Research 8(3): 942-947, 2020 943

interaction in inquiry model in encouraging the inquiry learning model (Ellwood & Abrams, 2018).
metacognitive skills of Elementary students. The Therefore, the aim of this research is to describe patterns of
description from the patterns of interaction in inquiry interaction in inquiry model in encouraging the
learning is able to be a reference in conducting research in metacognitive skills of Elementary students. The
metacognitive activity in learning. Student discussions in description from the patterns of interaction in inquiry
inquiry learning often have a cycle, in which students learning is able to be a reference in conducting research in
propose ideas, repeat them, explore and evaluate them metacognitive activity in learning. If the interaction
(Elbers, 2003). This cyclic process allows many students to patterns of inquiry learning in terms of metacognitive
participate in discussions and to adjust what other students activities can be clearly described, this will be a source of
have found. The ideas introduced by some students are reference for teachers in developing learning plans that can
adopted and developed by others. The atmosphere of enhance students' metacognitive activities.
collaboration and mutual trust of each other will enable
children to participate in the process of constructing
mathematical knowledge. Students share ideas and 2. Materials and Methods
evaluate each other's opinions expressed by their friends.
The atmosphere of collaboration in inquiry learning will
2.1. Research Design
improve the quality of individual performance and allow
children to present their ideas and comment on others' ideas This research is descriptive qualitative research. The
freely. subjects in this study were 30 students of fifth-graders at
Interaction in collaborative inquiry learning also SDN 13 Ampenan, West Nusa Tenggara with
encourages children's metacognitive activities. Hastuti et al. heterogeneous abilities. The researcher observed the
(2016;2020) explain that the influence of group discussions teacher's activities in class when implementing the
results in a shift in metacognitive activity, a condition in inquiry-based learning lesson plan that the researcher has
which students construct or rebuild their thinking in prepared in the data collection and presentation.
solving problems. There are three types of metacognitive Observations were made through video recording during
activities; awareness, regulation, and metacognitive the learning process of collecting and presenting data using
evaluation (Magiera & Zawojewski, 2011: 490). Social three cameras. The first camera focuses on the teacher, the
metacognition requires reciprocal relationships and the second camera focuses on groups, and the third camera
involvement of group members to solve problems together. focuses on the classroom. Next, the researcher analyzes the
Research conducted by Chiu and Kuo (2010) revealed that pattern of inquiry-based learning interactions in terms of
social metacognition has many benefits, one of which is to the students' metacognitive activities. In addition to the
encourage the emergence of a reciprocal scaffold. lesson plan, the instrument used was an inquiry-based
Metacognitive activities become the main goal of student worksheet on data collection and presentation
learning activities. The learning process that emphasizes material.
the ability to think metacognitive now is not only involved
in middle and high school students. Tarrant & Holt (2017)
2.2. Research Instrument
in his book explains how to develop a metacognitive
approach in elementary school students. Children will have The instruments used in this study consisted of an
metacognitive abilities if they have been accustomed to inquiry-based lesson plan on data collection and
engaging in metacognitive activities starting from the presentation material, inquiry-based student worksheets,
lower class. Even the Minister of Education and Culture and field notes.
Regulation No. 20 Year 2016 explains that the
metacognitive aspect is an important component in the
2.3. Data Analysis
standard of graduate competence of basic education.
Based on the theoretical background states that After the data is collected, the researcher conducted a
metacognitive aspects become one of the important qualitative analysis that refers to the interactive analysis
components in the standard of graduate competence of technique adopted from Miles & Huberman (1994). The
basic education, the researchers consider it is very technique consists of data collection, data reduction, data
important to describe the patterns of inquiry learning presentation, and drawing conclusions. The results of data
interaction based on metacognitive activities both in analysis are presented using descriptive qualitative
classical and in group learning processes. An inquiry is methods to describe the interaction patterns of inquiry
chosen based on model development. This is in line with learning.
Arends’ statement (2012) that inquiry learning is a learning
model that aims to create how students think where 2.4. Discussion
metacognitive thinking is included. In addition, there is still
very little research involving the classroom learning The results of this study will be described based on the
process that focuses on students' social interactions in the stages of the inquiry learning model that consist of 1)
944 Interaction Pattern of Inquiry Learning on Data Collection and Presentation Material at SDN 13 Ampenan

orienting, 2) presenting problems, 3) formulating four’s duty was collecting height data from its members.
hypotheses, 4) collecting data, 5) analyzing data, and 6) The teacher asked the students to work with their groups
concluding. Next, a description of the inquiry learning first. In line with research conducted by Ellwood &
interaction pattern at each stage will be described further. Abrams (2018), student interactions especially in-group
In the orientation stage, the teacher began the class with discussions will provide mutual feedback and increase
greetings and asked one of the students to lead the prayer. student’s motivation and achievement results. At this stage,
Before starting the lesson, the teacher did the apperception, the formed interaction pattern is the interaction pattern
associating the material to be studied with the previous among students and learning resources.
material that is about presenting data in the form of bar
charts in like what they have learned in the fourth grade. At
this stage, the teacher needs to stimulate students’ curiosity
about the topic of collecting and presenting data through
the implementation in daily life such as quick counts in the
election and to find out how many students have passed the
minimum criteria. Before discussing the topic, students
receive information about the basic competencies and
learning objectives to be achieved, the scope of the material,
the learning steps, and the stages of the inquiry learning
method. The interaction that occurs in the orientation stage
is the interaction between students and teachers where the
activity of preparing students physically and
psychologically through apperception can also encourage S : Student 1, A: Awareness
1
the emergence of metacognitive activities. Elbers (2003) S : Student 2 , R: Regulation
2
also states that interaction in classroom learning S : Student 3 , E: Evaluation
3
encourages the reflection process. S Student 4, LM: Learning Material
4:

Figure 2. Interaction Pattern Among Students and Learning Resources

At the developing hypotheses stage, there were lots of

questioning activities arose among group members, such as
asking about how to know, to collect data and to present
weight, height, shoe size, and age data from all students in
class VA effectively. Students could ask their classmates or
even their teacher. After questioning activity, students will
make hypotheses about how to collect data on body weight,
age, shoe size, and height. The interaction that occurs at
this stage is the interaction between students and students,
students with learning resources (textbooks, media and
measuring instruments), and students with teachers, in
S : Student 1, A: Awareness
1 which these interactions encourage the emergence of
S : Student 2, R: Regulation
2 metacognitive activities. Metacognitive activities arose as
S : Student 3 , E: Evaluation students learned to question and evaluate the opinions of
3
S Student 4 ,T: Teacher peers in groups. In line with Chiu & Kuo's research (2010),
4:

Figure 1. Interaction Pattern between Student and Teacher social metacognition in group discussions can construct
students' knowledge and strategies so that they can help
At the problem-solving stage, students were given students learn and evaluate strategies. Moment of
problems to collect all data related to body weight, height, structured learning through peer interaction is able to occur
shoe size, and age of all students in class VA. Classes were in various tasks finished collaboratively (Kibler, 2017).
divided into four groups and students were asked to collect Hypotheses made by students including data collection on
and present data about weight, height, age, and shoe size. body weight and height were collected by measuring
Next, students were asked to work in a group of three or techniques using scales and data on age and shoe size were
four. After the grouping was done, the teacher asked them collected through interviews. Student social interactions
to study the data collection and presentation materials in that occur in inquiry learning, such as engagement in
groups in their mathematics books. Group one’s duty was discussion, questioning, and analyzing ideas will increase
to collect the weight data of its members. Group two’s duty motivation and critical thinking (Ellwood & Abrams,
was to collect age data from its members. Group three’s 2018). Research conducted by Mulyeni, Jamaris and
duty was collecting shoe size data from its members. Group Supriyati (2019) also present that factors contributing
 Universal Journal of Educational Research 8(3): 942-947, 2020 945

toward inquiry learning model are the use of work sheets, (2003) findings, interactions in inquiry learning will
interaction between peers and teachers.. stimulate children to construct mathematical knowledge
and encourage children to do the reflection process.

S : Student 1, A: Awareness
1
S : Student 2, R: Metacognitive Regulation
2
S : Student 3 , E: Metacognitive Evaluation
3
Figure 3. Students’ Activity in Data Collection and Data Presentation S Student 4, T: Teacher
4:

Then at the data collection stage, members of group one LM: Learning Material
started collecting weight data by measuring the weight of Figure 4. Interaction Pattern between Students and Students, Teachers,
each group member and then write down the results. and Learning Resources
Members of group two began collecting age data by
conducting interviews with each member and then taking Then in the data analysis stage, students began to group,
notes. Group three members started collecting shoe size organize and present data. At this stage, children found it
data by interviewing each member and write down the difficult to present the data because children were more
results. Group four members started collecting height data likely to ask the teacher than to read data presentation
by measuring the height of each member using a height material from their textbooks and most of them forget the
meter and then record it. During the observation of this data presentation material in the form of diagrams like
activity, it was found that there were some difficulties what they have learned in the fourth grade. At this stage,
experienced by the group, for example, group one had the assistance provided by the teacher is very important so
difficulty reading numbers in the scales and group four had that students could present data accurately and properly.
difficulty using the height meter. The rest, children are However, this assistance was only a directive that did not
enthusiastic about this activity and when they found directly give students the correct answer. Interactions that
difficulties, they asked the teacher. The students overcame occur at this stage were interactions between students and
these difficulties by asking the teacher. Based on students, students with learning resources, and students
observations and interviews, children are more enthusiastic with their teachers, where this interaction encouraged the
to learn because they feel they were involved more in emergence of metacognitive activities. From the findings,
measuring and interviewing peers. The interaction that the group presented data in the form of tables, bar charts,
occurs at this stage is the interaction between students and line charts, and pictograms. There was group two presented
students, students with learning resources (textbooks, the height data in tabular form improperly so that it caused
media and measuring instruments), and students with them to present it in the form of a bar chart incorrectly as
teachers, where these interactions encourage the well. The following are the initial results of their work
emergence of metacognitive activities. In line with Elbers' before being revised
946 Interaction Pattern of Inquiry Learning on Data Collection and Presentation Material at SDN 13 Ampenan

Figure 5. Results of Students’ Work Before Revision

Figure 6. Results of Students’ Work After Revision

Furthermore, there was input from one of the group the heaviest in group one, and who is the highest in group
members that the work results in Figure 5 were not quite four? Students answered those questions correctly. This
right so they revised it again as shown in Figure 6. means students have already understood that the data
In this case, the student was engaged in metacognitive presented will make it easier for us to know who is the
activities, where he re-evaluated and rethinking the input tallest, the heaviest, and the youngest.
from his friends then he changed his initial answer. This is At the conclusion stage, students concluded that data
in line with research done by Hurme, Marenluoto, & collection could be done in two ways, which are by
Jarvela (2009) that metacognition arises more when it interviewing and by direct observing (measurement).
occurs in group discussions where one group member Weight data could be done by direct observation, age data
contributes and influences other members so that other could be obtained from interviews, shoe size data could be
members in the group respond and develop it. gained from interviews, and height data can be collected
After students recorded their findings, they present their from direct observations or measurements. Then in the
results. In that presentation, there was something unique reflection stage, students made a summary of the material
explained by group three. They presented shoe size data that has been studied in their notebooks. At this reflection
only in the form of tables, bar charts, and pictograms and stage, students were also asked to describe the difficulties
did not present it in the form of line charts. Their reason encountered and how to overcome them. Most students
was that shoe size data from friends in their group did not revealed that they had difficulty in using the height meter
reflect growth or development over time. During group and read numbers on the weight scales since they did not
presentations, the teacher also provided questions to check know yet the proper procedure to use them. After given
student understanding, such as; who has the biggest shoe direction from the teacher, they knew how to use the height
size in group three, who is the oldest in group two, who is meter and weight scale properly.
 Universal Journal of Educational Research 8(3): 942-947, 2020 947

3. Conclusions Dalam Pemecahan Masalah Matematika. Unpublished

Dissertation. Malang: Pascasarjana Universitas Negeri
Malang.
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My Deepest Thanks goes to the Directorate of Research Social-Based and Self- Based Contexts Associated with
Students’ Awareness, Evaluation, and Regulation of Their
and Community Service (DRPM) Ristekdikti for the Thinking During Small-Group Mathematical Modeling.
assistance provided in post-doctoral research grants with Journal for Research in Mathematics Education, 42(5),
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