META-ANALYSIS OF THE EFFECTIVENESS OF THE INQUIRY-BASED LEARNING MODEL IN FOSTERING EARLY CHILDHOOD SCIENCE LITERACY

Ketut; I Wayan Suastra Suastra; Ida Bagus Putu  Arnyana; Made Citra  Wibawa

doi:10.25078/pw.v10i2.5741

Authors

Ketut
I Wayan Suastra Suastra Universitas Pendidikan Ganesha
Ida Bagus Putu Arnyana Universitas Pendidikan Ganesha
Made Citra Wibawa Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.25078/pw.v10i2.5741

Keywords:

Literasi Sain, inkuiri, early childhood education

Abstract

Based on the 2022 PISA assessment, Indonesia's science literacy score has experienced a further decline compared to 2018. This research aims to extrapolate the fundamental principles proven effective in enhancing science literacy across various educational levels, and then reflect upon and adapt them to the learning and developmental context of Early Childhood Education (ECE), which is distinctly different from higher levels. This study employs a systematic literature review method with a quantitative approach, namely meta-analysis. The results indicate that seven out of the eight analyzed studies demonstrated Cohen's d values categorized as large effects. For instance, the study by Haerani et al. (2020) recorded a high Cohen's d value of 5.17. These findings strengthen the theoretical foundation for adapting the inquiry-based learning model to ECE through three main pillars: (1) simplifying the inquiry process into observation-exploration-communication stages that align with children's cognitive development, (2) transforming learning into contextual play activities through the exploration of everyday environments, and (3) utilizing realia (real objects/media) that facilitate sensorimotor learning.

Author Biography

Ketut

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