Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND RECOMMENDATION
A.Conclusion
Based on the descriptions on previous chapters, the author summed up
several conclusions of the previous explanations. Firstly, students tend to ask
more productive questions in the planning stage of inquiry-type laboratory.
However the tendency is higher when the students were asked to write down
the questions compared to when they spontaneously asked the question in the
activity.
Secondly, students in the experiment stage of inquiry-type laboratory
tend to ask non-productive question and not much of meaningful discourse can
be taken during this stage. However, the result of video analysis shows that the
students were seen to be focusing on following procedure, setting up the
planned experiment, observing and analyzing in this stage.
Lastly, students tend to ask fewer yet productive questions during the
discussion stage as a form of concluding what they have observed at the
previous stage. They were concluding what they have observed in a form of
question since they need the clarification from other members of the group to
come up with a single agreeable conclusion.
B.Recommendation
Based on the experience during conducting this research, several
recommendations could be taken from this research. First, it would be much
better to make a transcript with a small number of students inside the groups. A
transcription could help the researcher to understand what the students are
talking inside the activity. Making a transcript of a recorded conversation is a
bit hard when there are 4-5 students inside the group, it would take a long time
to transcript. This research took most of the researcher’s time in making the
transcription. Therefore, it would be better if the number of students is smaller
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Second, further research should divide the inquiry-type laboratory
activity into at least two meetings in order to avoid students’ rush due to the
time limit of one meeting. As can be seen from the result of the discussion
stage in this research, not much of students’ conversation could be taken due to
the time limit.
Teachers should use inquiry-type laboratory activity because it nurtures
the culture of questioning and encourages autonomous learning. However
teachers need to consider the time consumption for each stage, and guide
students by not directly answering their question to promote autonomous
learning. Creating the environment that supports the students to investigate
takes a lot of time and effort to invest, however this type of learning allows the
