Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest

Okta Rosfiani, Ma’ruf Akbar, Amos Neolaka



This study aims to examine the effect of the learning environment, inquiry, and learning interest on student social studies learning assessment. The participants involved in this study are 130 students from public primary schools in South Jakarta. Data collection consists of social studies learning score, learning environment scale, inquiry scale, and learning interest scale. The results of the study show that the learning environment, inquiry, and learning interest directly influenced student social studies learning assessment in which inquiry and learning interest have a significant effect on student social studies learning assessment.


Penelitian ini bertujuan untuk menguji pengaruh lingkungan belajar, inkuiri, dan minat belajar terhadap penilaian belajar Ilmu Pendidikan Sosial (IPS) siswa. Peserta yang terlibat adalah 130 siswa dari sekolah dasar negeri di Jakarta Selatan. Pengumpulan data terdiri dari skor pembelajaran IPS, skala lingkungan belajar, skala inkuiri, dan skala minat belajar. Hasil penelitian menunjukkan bahwa lingkungan belajar, inkuiri, dan minat belajar secara langsung mempengaruhi penilaian belajar IPS siswa. Dimana inkuiri dan minat belajar memiliki pengaruh yang signifikan terhadap penilaian pembelajaran IPS.

How to Cite : Rosfiani, O., Akbar, M., Neolaka, A. (2019).  Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest. TARBIYA: Journal of Education in Muslim Society, 6(1), 46-57. doi:10.15408/tjems.v6i1.11593.


learning environment; inquiry;lingkungan belajar; inkuiri; minat belajar ilmu pendidikan sosial siswa; penilaian; meta-analisis; interest on student social studies learning; assessment; meta-analysis

Full Text:



Ado, T. (2015). Academic achievement in mathematics: A case study of some selected secondary schools in Yobe State – Nigeria. Journal of Education and Practice, 6(34), 40–44.

Ataya, R. L., & Kulikowich, J. M. (2002). Measuring interest in reading social studies materials. Educational and Psychological Measurement, 62(6), 1028–1041.

Badgett, J. L., & Edwin, P. C. (2009). Designing elementary instruction and assessment. California: Corwin A SAGE Company.

Batra, P. (2010). Social science learning in schools: Perspective and challenges. India: Sage Publications India Pvt Ltd.

Blazer, C. (2010). Twenty strategies to increase student motivation. Information Capsule; Research Services, 9(9).

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goal. USA: David McKay Company, Inc.

Chan, D. S. K. (2013). Validation of the clinical learning environment inventory. Western Journal of Nursing Research, 25(5), 519–532.

Chen, D. R., Chen, M. U., Huang, T. C., & Hsu, W. P. (2013). Developing a mobile learning system in augmented reality context. International Journal of Distributed Sensor Networks, 9(12).

Chisholm, J. S., & Godley, A. J. (2011). Learning about language through inquiry-based discussion: Three bidialectal high school students’ talk about dialect variation, identity, and power. Journal of Literacy Research, 43(4), 30–468.

Cox, J. F, & Walker, E. D. (2005). Increasing student interest and comprehension of production planning and control and operations performance measurement concepts using a production line game. Journal of Management Education, 29(3), 489–511.

Cramer, D. (1998). Fundamental statistics for social research. London: Routledge.

Cramer, D., & Howitt, D. (2004). The SAGE dictionary of statistics. London: SAGE.

Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education, Inc.

Davis, J. R., & Warner, N. (2015). Schools matter: The positive relationship between New York city high schools’ student academic progress and school climate. Urban Education, 1–22.

Doane, D. P., & Seward, L. E. (2011). Measuring Skewness. Journal of Statistics Education, 19(2), 1–18.

Doğan, Y., & Sezer, G. O. (2011). A study on learning environments of elementary school students taking social studies course: Bursa sample. US-China Education Review, A(2), 263–269.

Donnelly, D. F., Linn, M.C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84(4), 572–608.

Dove, A. (2006). Effective environments for knowledge and learning: What theatre and television design, museums and writing can tell us. Business Information Review, 23(3), 196–205.

Ebanks, R.A. (2010). The influence of learner-centered pedagogy on the achievement of students in title I elementary schools. Unpublished Dissertation, Northcentral University.

Eisenman, L., Chamberlin, M., & McGahee-Kovac, M. (2005). A teacher inquiry group on student-led IEPs: Starting small to make a difference. Teacher Education and Special Education, 28(3/4), 195–206.

Ellis, R. A. (2016). Qualitatively different university student experiences of inquiry: Associations among approaches to inquiry, technologies and perceptions of the learning environment. Active Learning in Higher Education, 17(1), 13–23.

Engel, S., & Randall, K. (2009). How teachers respond to children’s inquiry. American Educational Research Journal, 46(1), 183 –202.

Erekson, J. A. (2014). Engaging minds in social studies classrooms: The surprising power of joy. USA: ASCD.

Estrella, G., Au, J., Jaeggi, S. M., & Collins, P. (2018). Is inquiry science instruction effective for english language learners? A meta-analytic review. AERA Open, 4(2), 1–23.

Eysink, T. H. S., Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009). Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46(4), 1107–1149.

Frumkin, L. A. (2013). Young children’s cognitive achievement: Home learning environment, language and ethnic background. Journal of Early Childhood Research, 11(3), 222–235.

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis, 82(3), 300–329.

George, A. M., Madan, A. (2009). Teaching social science in schools: NCERT’s new textbook initiative. India: SAGE Publications.

Hakkarainen, K., Lipponen, L., Järvelä, S., & Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal Educational Computing Research, 21(3), 263–281.

Hall, K., & Burke, W. M. (2004). Making formative assessment work: Effective practice in the primary classroom. London: Open University Press.

Hall, R., McLean, D., & Jensen, R. (2012). Improving student learning in the communication classroom: Q-Methodology and learner preferences. Asia Pacific Media Educator, 22(2), 179–195.

Heinström, J., & Sormunen, E. (2016). Students’ collaborative inquiry – Relation to approaches to studying and instructional intervention. Journal of Information Science, 42(3), 324–333.

Hong, H-Y., & Lin-Siegler, X. (2011). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 1–16.

Howard, A., Agllias, K., Cliff, K., Dodds, J., & Field, A. (2015). Process observations from an Australian cooperative inquiry project aimed at improving undergraduate student’s experience. Qualitative Social Work, 14(6), 776–793.

Hughes, J. E., Kerr, S. P., & Ooms, A. (2005). Content-focused technology inquiry groups: Cases of teacher learning and technology integration. Journal Educational Computing Research, 32(4), 367–379.

Kamaruddin, R., Zainal, N. R., & Aminuddin, Z. M. (2009). The quality of learning environment and academic performance from a student’s perception. International Journal of Business and Management, 4(4), 171–175.

Kane, E. W. (2015). The baby and the bathwater: Balancing disciplinary debates and community engagement to advance student interest in publicly engaged sociology. Humanity & Society, 40(1), 43–63.Kluczniok, K. (2017). Early family risk factors and home learning environment as predictors of children’s early numeracy skills through preschool. SAGE Open, 1–13.

Kožuh, I., Jeremić, Z., Sarjaš, A., Bele, J. L., Devedžić, V., & Debevc, M. (2015). Social presence and interaction in learning environments: The effect on student success. Educational Technology & Society, 18(1), 223–236.

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning effects of guidance. Review of Educational Researc, 86(3), 681–718.

Lee, J. (2008). Visualizing elementary social studies methods. USA: John Wiley & Sons.

Lee, Y.-J. (2010). Utilizing formative assessments to guide student learning in an interactive physics learning environment. Journal Educational Technology Systems, 39(3), 245–260.

Lee, Y-J., Chao, C-H., & Chen, C.-Y. (2011). The influences of interest in learning and learning hours on learning outcomes of vocational college students in Taiwan: Using a teacher’s instructional attitude as the moderator. Global Journal of Engineering Education, 13(3), 140–153.

Mogus, A. M., Djurdjevic, I., & Suvak, N. (2012). The impact of student activity in a virtual learning environment on their final mark. Active Learning in Higher Education, 13(3), 177–189.

Müller, F. H., & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology, 34(2), 169–190.

Muvawala, J. (2012). Determinants of learning outcomes for primary education: A case of Uganda. Journal Statistique Africain, 15, 42–54.

Ney, P. G., Tam, W. W. K., & Maurice, W. L. (1990). Factors that determine medical student interest in psychiatry. Australian and New Zealand Journal of Psychiatry, 24, 65–76.

Nguyen, T-L. K., Williams, A., & Ludwikowski, W. M. A. (2016). Predicting student success and retention at an HBCU via interest-major congruence and academic achievement. Journal of Career Assessment, 1–15.

Nicolaides, A., & Dzubinski, L. (2016). Collaborative developmental action inquiry: An opportunity for transformative learning to occur? Journal of Transformative Education, 14(2), 120–138.

Oonk, C., Gulikers, J., & Mulder, M. (2016). Educating collaborative planners: Strengthening evidence for the learning potential of multi-stakeholder regional learning environments. Planning Practice and Research, 31(5), 533–551.

Orsini-Jones, M., & Jones, D. (2007). Supporting collaborative grammar learning via a virtual learning environment. Arts & Humanities in Higher Education, 6(1), 90–106.

Overton, T. (2012). Assessing learners with special needs: An applied approach. Boston: Pearson.

Parr, J. M., & Timperley, H. S. (2010). Multiple ‘black boxes’: inquiry into learning within a professional development project. Improving Schools, 13(2), 158–171.

Pifarré, M., Guijosa, A., & Argelagós, E. (2014). Using a blog to create and support a community of inquiry in secondary education. E–Learning and Digital Media, 11(1), 72–87.

Pittaway, L. (2009). The role of inquiry-based learning in entrepreneurship education. Industry and Higher Education, 23(3), 153–162.

Powell, N., Hicks, P., Truscott, W., Green, P., Peaker, A., & Renfrew, A. (2008). Four case studies of adapting enquiry-based learning (EBL) in electrical and electronic engineering, 45(2), 121–130.

Razali, N. M., & Wah, Y. B. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Liliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.

Rosen, Y. (2009). The effects of an animation-Based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451–467.

Rusche, S. N., & Jason, K. (2011). You have to absorb yourself in “it”: Using inquiry and reflection to promote student learning and self-knowledge. Teaching Sociology, 39(4), 338–353.

Samruayruen, B., Enriquez, J., Natakuatoong, O., & Samruayruen, K. (2013). Self-regulated learning: A key of a successful learner in online learning environments in Thailand. Journal of Educational Computing Research, 48(1), 45–69.

Saunders-Stewart, K. S., Gyles, P. D. T., & Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23(1), 5–31.

Shapiro, S. S, & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591–611.

Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal Educational Computing Research, 39(4), 339–361.

Shernoff, D., Ruzek, E., & Sinha, S. (2017). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 38(2).

Snape, D. J., Davies, D., Collier, C., Howe, A., Digby, R., & Hay, P. (2013). The impact of creative learning environments on learners: A systematic literature review. Improving Schools, 16(1), 21–31.

Spector, J. M. (2000). System dynamics and interactive learning environments: lessons learned and implications for the future. Simulation & Gaming, 31(4), 528–535.

Stappenbelt, B. (2015). Undergraduate mechanical engineering research project work in an action learning environment. International Journal of Mechanical Engineering Education, 37(4), 326–340.

Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem – and project-based learning environments. Active Learning in Higher Education, 14 (2), 109-122.

Suleman, Q., & Hussain, I. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in kohat division, Pakistan. International Journal of Learning & Development, 4(1), 71–82.

Suomala, J., & Alajaaski, J. (2002). Pupils’ problem-solving processes in a complex computerized learning environment. Journal of Educational Computing Research, 26(2), 155–176.

Terzano, K., & Morckel, V. (2016). SimCity in the community planning classroom: Effects on student knowledge, interests, and perceptions of the discipline of planning. Journal of Planning Education and Research, 1–11.

Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64(1), 37–54.

Tröbst, S., Kleickmann, T., Lange-Schubert, K., Rothkopf, A., & Möller, K. (2016). Instruction and students’ declining interest in science: An analysis of German fourth- and sixth-grade classrooms. American Educational Research Journal, 53(1), 162–193.

Wozniak, N. M. (2012). Enhancing inquiry, evidence-based reflection, and integrative learning with the lifelong eportfolio process: The implementation of integrative eportfolios at stony brook university. Journal Educational Technology Systems, 41(3), 209–230.

Xu, J. (2008). Models of secondary school students interest in homework: A multilevel analysis. American Educational Research Journal, 45(4), 1180–1205.

Xu, J., Coats, L. T., & Davidson, M. L. (2012). No Title. Promoting Student Interest in Science: The Perspectives of Exemplary African American Teachers, 49(1), 124–154.

Yager, R. E., Abd-Hamid, N. H., & Akcay, H. (2005). The effects of varied inquiry experiences on teacher and student questions and actions in sts classrooms. Bulletin of Science, Technology & Society, 25(5), 426–434.

DOI: Abstract - 0 PDF - 0


  • There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).

TARBIYA: Journal of Education in Muslim Society, p-ISSN: 2356-1416, e-ISSN: 2442-9848

View My Stats