Journal of Xi'an University of Architecture & Technology ISSN No : 1006-7930

A Conceptual of Teaching Models Inquiry Social Complexity

(ISC)
Sudarwati1 , Ratu Betta Rudibyani2 and R Perdana3

1
Faculty of Economic, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta, Indonesia
2
Teacher Training and Education Faculty of Universitas Lampung, Jl. Prof. Dr. Sumantri
Brojonegoro No. 1, Bandar Lampung, Indonesia
3
Teacher Training and Education Faculty of Universitas Sebelas Maret, Jl. Ir. Sutami 36A,
Surakarta, Indonesia

Abstract . This study aims to 1) review the five stage levels of inquiry learning, 2) describe the relationship of inquiry
learning with social complexity 3) describe the conceptual models of inquiry social complexity (ISC) in chemistry
learning. The 5-stage levels of inquiry learning recommended by Wenning are observation, manipulation,
generalization, verification, application. This research is a qualitative descriptive based on literature from the five stage
levels of inquiry with psychology unsure a social complexity as an effort to maximize the learning of chemistry. The
results show that the five stage levels of inquiry learning are founded some weaknesses, learning process is
individualist, the social element is low and collaborative learning is weak, therefore in learning need to exchange
information and ideas between individual in group and another. conceptually the weakness of inquiry learning can be
minimized through the addition element of social constructivism. the syntax of inquiry social complexity (ISC) model
can be formulated into 6 steps consist of observation, peer reconstruction, peer manipulation, generalization, peer
verification and application.

Keyword: Inquiry, Inquiry based Social Constructivism

INTRODUCTION
The 21st century learning system requires schools to transform teacher centered learning into student
centered learning (Bialik, Martin, Mayo and Trilling 2015). In the 21st century learning through
memorization is not appropriate for those who want to understand about learning (Zivkovic, 2016). The
organization of learning and assessment of student learning outcomes should change from teacher centered
patterns to student centered patterns (Jufri, 2013) because active students will build their own knowledge
(Farrel et al 1999) using their own language (Kemendikbud, 2013 ) will be more effective and long lasting
(Bilgin, 2009) because it is understood that teachers are not the only source of learning (Munadi, 2010).
Learning model that makes student centered pattern one of them is inquiry learning because inquiry learning
model provides students to construct their own knowledge and find meaningful learning independently (eg,
Kemendikbud, 2013; Wenning, 2012; Scrawzr, Gwekwerere 2006) when using student inquiry model also
have the opportunity to observe, formulate predictions, collect and analyze data and develop scientific
principles (Wenning, 2005, 2010 and 2011) while the 5-stage degree of inquiry by Wenning (2012) is
derived from 15 years of teaching experience in ilinois state university by formulating the steps as follows:
1) Observation : students observe phenomena that elicit their response to observe in detail what they
observe and the main questions to be investigated

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2) Manipulation : students make ideas and make plans to collect qualitative and quantitative data and
then do what has been planned
3) Generalization : students build principles that are then clearly explained about the problems they find
4) Verification : students make predictions and perform tests using the law that comes from the previous
stage
5) Applications: students express their conclusions that are independently derived and agreed upon.
In the five steps recommended by Wenning in inquiry learning provide additional time to communicate
their group conclusions which will then be agreed upon and applied in learning and daily life. Visible to the
5-stage levels of inquiry there is no step to where students can construct and present their findings in
collaboration to then confirm the truth before proceeding to the next step. Because it is necessary psychology
elements that can collaborate between individuals so that the mental ability between students who are ready
and not ready to use inquiry learning models can be evenly distributed, because it is believed only students
who have mental readiness and high knowledge that will be able to obtain learning outcomes maximally
using inquiry, this is in accordance with opinion (eg, Kemendibud, 2013, Perdana, 2015, Novitasari, 2015)
because the inquiry model is developed with the assumption that students have readiness of mind in learning,
so consequently less well-prepared students will have difficulty in learning. (Wenning, 2011) recommends
giving test levels of inquiry before learning, but at the lowest level of inquiry is discovery learning will
result in the same in students who do not have the ability and high mental readiness to use this learning
model. This can be overcome by integrating social constructivism psychology elements because according
to (Scunk, Zimmerman, 2005) one's personality can develop by observing one's behavior, this opinion in
tune with (Pitchard, Woollard, 2010) that social constructivism is the theory that examines the knowledge
and understanding of the world developed with other individuals of social interaction, (Leeds-Hurwitz,
2009) this theory says that understanding and meaning developed in coordination with other humans (Roya,
Hanieh, 2015) and sharing among individuals called collaborations (Terhart, 2003) will be more meaningful
in learning.
METHOD
The method used in this study is literature review of 5-stage levels of inquiry recommended by Wenning
and then looking at the relationship between 5-stage levels of inquiry with social constructivism element
psychology recommended by various psychologists in developing the way of thinking of each individual
through social interaction and collaborative among individuals.
RESULT AND DISCUSSION
Based on research conducted on the literature study of the five stage level of inquiry with social
constructivism psychology element it is found that there is some weaknesses of inquiry learning model in
chemistry learning process in senior high school, therefore it needed solution to overcome the weakness of
one of them with how to integrate the constructivism of social elements in the 5-stage learning step of
inquiry that will generate a new model of inquiry social complexity (ISC) to maximize learning outcomes
obtained by the entire student.
Relationship of The 5-Stage Levels Of Inquiry With Social Complexity
The 5-stage levels of inquiry have observation, manipulation, generalization, verification, application
(Wenning, 2012) steps from which there are no steps in which students can interact and collaborate with
other individuals to construct the knowledge they will gain (Wertsch, 1997) children develop their thinking
skills through interaction with other children and adults, from a psychological point of view it is desperately
needed a step that all students can adapt to interact and collaborate with peers or adults in the learning

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process develops students' overall knowledge. According to (Wenning, 2012) that in the five stage levels of
inquiry there is sharing between small and large groups but this step is done if there is extra time or the
remaining time in learning, because of that then the social side of constructivism is needed in learning and
something which must be done so that the development of students' abilities can be equitable and achieve
maximum results, because children will develop when working with more capable people or adults
(Vygotsky, 1978) and social constructivism emphasize that learning is a social learning process not only
occur in a fixed individual also developed by external forces (McMahon, 1997).
Conceptual Model Inquiry Social Complexity (ISC)
The conceptual model of Inquiry social complexity (ISC) is formulated from the literature review of the
5-stage level of inquiry with the psychology element of social constructivism that will be applied to
chemistry learning in school. The formulation of the steps of inquiry based social complexity (ISC) model
are:
1) Observation: students observe a phenomenon that raises a problem that will be analyzed and studied
in the lesson
2) Peer Reconstruction : Students divide small groups who then exchanged opinions among students
and other groups on the phenomena that get from observation problems
3) Peer Manipulation: students in each group make ideas and collect data both qualitative and
quantitative
4) Generalization: students in small groups express inter-group ideas on collected data
5) Peer Verification: Students in the group tested and analyzed the truth of the facts they found by
relating them to the basic theories they already knew from the previous stage
6) Application: students in the group told his opinion in turns to then agreed to the truth with a teacher
direction is correct in learning and can be applied in everyday life.
The conceptual model of inquiry social constructivism is based on the five elements to be met according
to (Joyce, Weil and Showers, 2009):
1) Syntax: Operational learning steps
2) Social system: the prevailing atmosphere and norms in teaching and learning activities
3) Principle of reaction: gives the teacher an idea of how to respond and direct student questions
4) Support system: facilities and environments that support learning
5) Instructional and nurture effects: results that students will achieve after learning
A conceptual model of learning inquiry social complexity (ISC) is derived from the thought of literature
review, along with thoughts drawn from the study :
Figure 1. Review Levels of Inquiry, Student Skills, Student Kognitif, Teaching Activity and Social
Constructivism

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From Figure 1 it can be seen that its social constructivism element is weak at all levels of inquiry, in
students have low levels of cognitive weakness, so that needs to add elements of social constructivism from
the study of several literature, because the social element is very important to be done in learning to state
the ability of students from low level until high level in cognitive or skills. (Letitiva, 2015) the ability of a
child is influenced by the ability to solve problems and exchange information with others to know more
about it will be more clear, (Hoover, 1996) in this case the teacher can be used as a source to guide and give
students the opportunity to know how much understanding of students in study.
Figure 2. Conceptual Models Inquiry social complexity (ISC)

Figure 2. Shows the flow of thought that at least learning inquiry using social constructivism element
occurs in several learning stages until conceptual model of inquiry social complexity (ISC)
CONCLUSION AND SUGESTION
After the study of literature, it can be concluded that the conceptual model of inquiry social complexity
(ISC) model can maximize student learning outcomes as a whole with collaborative social system among
individuals in every learning step. This is in line with the opinion (Wenning, 2012) that the inquiry learning
model has been successfully implemented at the Illinois state university but after a literature review there is
a weakness of the inquiry model that can be minimized using social constructivism according to (Vygotsky
1978) human understanding and knowledge depends on an understanding of social experience and the power
of cognitive processes derive from social interactions between individuals so as to state success in learning.
Researchers recommend to try to conceptualize inquiry social complexity (ISC) models in learning
chemistry especially to maximize learning outcomes.

ACKNOWLEDGEMENT

The researcher would like to thank Lembaga Pengelola Dana Pendidikan (LPDP) Indonesian endowment
fund for education, Finance ministry of Indonesia for supporting this research.

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