The development of character and scientific knowledge of students through inquiry-based learning neuroscience approach

Abstract

Abstract Famous scientific characters and knowledge are well developed and developed in the context of education in schools. This study aims to optimize the use of inquiry models based on neuroscience approaches in learning physics to improve students’ character and scientific knowledge. This research is a quasi-experimental study conducted in one of the senior high schools in the tenth grade located in Bima Regency. The instrument used consisted of two tests to see an increase in scientific knowledge and a non-test to observe an increase in student character. Method This study uses one group pretest-posttest design and descriptive analysis techniques. The results of the research through the N-Gain normalization test showed that students ‘scientific knowledge increased in the medium category and the students’ character developed well according to the implications after the application of inquiry learning through the neuroscience approach to learning physics.