INTEGRATED INQUIRY LEARNING WITH PIIL PESENGGIRI VALUES: A WAY TO IMPROVE STUDENTS' RESPONSIBLE CHARACTER IN BIOLOGY EDUCATION
DOI:
https://doi.org/10.18623/rvd.v23.5033Keywords:
Piil Pesenggiri, Inquiry, Local Wisdom, Responsibility, CharacterAbstract
Numerous studies indicate that students often exhibit a low sense of responsibility. This research examined the impact of the Piil Pesenggiri Inquiry learning model on developing responsible character traits. The study utilized a quasi-experimental design with a sample size of 188 students in Metro City, Lampung, Indonesia. Classes were randomly selected to form three groups: an experimental class Piil Pesenggiri Inquiry learning model, a positive control class (guided inquiry), and a negative control class (conventional learning). To measure the character of responsibility, a validated questionnaire consisting of 30 statements was employed, ensuring the instrument's validity and reliability. Data analysis was conducted using the Kolmogorov-Smirnov test, Levene test, ANCOVA test, and LSD post-hoc analysis. The results indicated that the Piil Pesenggiri Inquiry learning model significantly fostered a sense of responsibility, with a highest corrected mean score of 83.990 for the IPP group, compared to 81.020 for the guided inquiry group and 79.032 for the conventional learning group. These findings can serve as a reference for educators seeking to promote responsible character development and highlight the importance of integrating local wisdom in Indonesia into education.
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