Assessing Inquiry-Based Science Education in K-12 for a Rural Indonesian Community Center

Thesis Abstract

This study investigates the effectiveness of inquiry-based science education (IBSE) in K-12 within a rural Indonesian community center, addressing persistent gaps in science achievement, limited teacher capacity, and inequitable access to quality science instruction. The aim is to evaluate how IBSE practices influence students’ conceptual understanding, scientific reasoning, engagement, and motivation in a resource-constrained setting, and to identify enablers and barriers to sustainable implementation. The specific objectives are to (1) assess pre- and post-intervention gains in science achievement among 240 students across grades 7–9, (2) examine changes in scientific reasoning and inquiry skills using a validated performance rubric, (3) explore teacher instructional practices, autonomy support, collaboration, and perceived feasibility of IBSE through classroom observations and surveys, (4) identify community and school-level factors moderating IBSE effectiveness, and (5) provide a grounded framework of best practices for scaling IBSE in rural community centers. A mixed-methods design is employed, integrating quasi-experimental and phenomenological approaches. The population comprises public and community-based K-12 schools collaborating with the rural community center in Central Java, Indonesia. A purposive sample of 12 classes (approximately 240 students) participates in a 16-week IBSE program, with six matched control classes continuing traditional instruction. Data collection instruments include a science achievement test aligned with Indonesian higher-primary standards, a standardized Science Reasoning and Inquiry Skills rubric, classroom observation checklists adapted from the Reformed Teaching Observation Protocol (RTOP), teacher and student questionnaires addressing attitudes toward science, and focus group interviews with students, teachers, and center coordinators. Instrument validity is established through expert review and pilot testing (Cronbach’s alpha > 0.78 for scales; inter-rater reliability for rubrics above 0.80). Data analysis involves a two-stage approach quantitative analysis using ANCOVA to compare post-test performance while controlling pre-test scores, multilevel modeling to account for clustering at the class and school levels, and regression analyses to identify predictors of achievement gains; qualitative analysis employs thematic analysis of interview and focus group transcripts, with coding guided by a theoretical framework combining Constructivist Theory of Learning and Sociocultural Learning Theory. A convergent mixed-methods integration enables corroboration and expansion of findings. Expected results include statistically significant improvements in post-intervention science achievement and in instruments measuring scientific reasoning and inquiry competencies in the IBSE group compared with controls, with effect sizes in the medium range (d ? 0.40–0.60). Qualitative data are anticipated to reveal enhanced student engagement, collaborative problem-solving, and greater use of authentic inquiry protocols, tempered by challenges such as limited laboratory facilities, intermittent electricity, and teacher workload. The study is expected to identify facilitating conditions (teacher professional development, ongoing mentorship, provision of inexpensive investigatory kits, community-science partnerships) and constraining factors (time constraints, large class sizes, language diversity, and inconsistent resource supply chains). Theoretically, the research extends the application of constructivist and sociocultural perspectives to rural Indonesian contexts, illustrating how cultural and infrastructural factors shape the enactment of IBSE, and offering a model of scalable practices compatible with limited resources. Contributions to knowledge include a nuanced, context-specific evaluation of IBSE effectiveness in a rural Southeast Asian setting, empirical evidence on the relationship between inquiry-based pedagogy and student outcomes in resource-constrained environments, and a practical framework for policy-makers and practitioners detailing capacity-building, resource mobilization, and community involvement strategies. The study informs teacher education programs by highlighting essential competencies (facilitating inquiry, scaffolding, and assessment for learning) and provides a validated instrument suite suitable for similar rural contexts. Practical recommendations emphasize modular IBSE curricula integrated with local ecological and health-related science topics, low-cost experimental setups, and structured professional learning communities within community centers to sustain gains. The main conclusion posits that thoughtfully designed IBSE, supported by targeted professional development and community collaboration, can significantly enhance science learning in rural Indonesian settings, though success hinges on addressing infrastructural barriers, aligning assessment practices, and embedding IBSE within the local socio-cultural fabric. Recommendations for policy and future research include expanding longitudinal studies to track retention of inquiry skills, exploring digital augmentation under improved connectivity, and refining scale-up strategies across similar rural regions.