Inquiry-Based Learning Model for Teaching the Concept of Force in Malaysian Matriculation Colleges

Abstract

The study evaluates the use of Inquiry-Based Learning (IBL) in teaching force concepts at Malaysian matriculation colleges, utilizing the 5E Learning Model. IBL emphasizes active, student-centered learning, fostering critical thinking and problem-solving skills. However, implementing IBL faces challenges such as insufficient training, limited resources, and the need for structured guidance. This research aims to identify the inquiry levels used by lecturers and their impact on students' understanding of force. Using a mixed-methods approach, data was collected through classroom observations and semi-structured interviews. The findings indicate significant improvements in students' conceptual understanding of force when IBL is employed, particularly with lower-level inquiries like Confirmation Inquiry (CI) and Structured Inquiry (SI). These methods help students build foundational skills before progressing to higher-level inquiries. Thematic analysis found that the main roles of IBL during the learning of force concepts are conceptual understanding, correlation between concepts, application in real-world contexts, concept reinforcement, and understanding signs or symbols. Despite challenges, lecturers who used IBL observed increased student engagement and improved learning outcomes. The research underscores the importance of varied inquiry levels in science education, demonstrating that low-level inquiries effectively prepare students for more complex investigations. The study also emphasizes the need for additional training and resources to support effective IBL implementation, suggesting that a tailored IBL model can significantly enhance physics education at the pre-university level in Malaysia.