ANALISIS KOMPARATIF PENDEKATAN INKUIRI PADA PEMBELAJARAN FISIKA DAN BIOLOGI DASAR: SEBUAH STUDI KEPUSTAKAAN

Abstract

The inquiry approach is widely used in science education because it positions learners as active agents in constructing knowledge through questioning, formulating hypotheses, conducting investigations, analyzing evidence, and drawing conclusions. Although various studies demonstrate the positive contribution of inquiry-based learning to learning outcomes, its implementation in Physics and Biology does not always follow the same pattern. This article aims to comparatively analyze the characteristics, modes of implementation, learning outcomes, and challenges associated with the inquiry approach in introductory Physics and Biology education. The study employs an integrative literature review, examining relevant journal articles, meta-analyses, and systematic reviews—primarily from the 2015–2026 period—alongside key foundational sources. The analysis involved thematic identification, information reduction, cross-disciplinary comparison, and interpretive synthesis. The findings indicate that inquiry in both fields supports science process skills, conceptual understanding, critical thinking, and the ability to use evidence. However, the nature of the subject matter leads to different emphases. Physics tends to require measurement, mathematical modeling, the analysis of variable relationships, and the construction of conceptual models; conversely, Biology involves the observation of organisms, interpretation of biological data, classification, investigation of living systems, and reasoning regarding complex and varied phenomena. The literature also reveals that the success of inquiry is heavily influenced by the level of scaffolding and teacher guidance. Thus, the inquiry approach should not be applied as a uniform procedure but rather adapted to the epistemic characteristics of the subject matter, learners' prior knowledge, learning objectives, and the specific learning context.