Proceedings of the 9th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2022)

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Experiential Learning Integrated Inquiry in Science Education to Promoting Scientific Literacy: A Conceptual Model

Authors
Purwanti Widhy Hastuti1, *, Sentot Budi Rahardjo1, Sri Yamtinah1, Sukarmin Sukarmin1
1Doctoral Program of Science Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret Surakarta, Surakarta, Indonesia
*Corresponding author. Email: purwanti_widhy@student.uns.ac.id
Corresponding Author
Purwanti Widhy Hastuti
Available Online 19 November 2025.
DOI
10.2991/978-2-38476-481-5_11How to use a DOI?
Keywords
Experiential; Inquiry; Scientific literacy; Science learning
Abstract

Without experiencing things, learning science will not take place. Since it incorporates real-world situations, this learning will produce relevant instruction. The experiential learning model stresses first-hand experience. However, it has flaws in concrete experience and active experimentation stages. Focusing on students’ experiences and in-depth experimentation activities is necessary to address these deficiencies. This paper combines the inquiry-based and experiential learning models to strengthen its shortcomings. Inquiry-based learning makes it possible to practice thorough experimentation. The experiential and inquiry-based learning models should be integrated to generate active, experiential-based education. Through inquiry, learners will actively engage in investigation, observation, reflection, and conceptual comprehension. In other words, this integration will produce scientific literacy and critical learners who can solve challenges that arise in the real world.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 9th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
19 November 2025
ISBN
978-2-38476-481-5
ISSN
2352-5398
DOI
10.2991/978-2-38476-481-5_11How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Purwanti Widhy Hastuti
AU  - Sentot Budi Rahardjo
AU  - Sri Yamtinah
AU  - Sukarmin Sukarmin
PY  - 2025
DA  - 2025/11/19
TI  - Experiential Learning Integrated Inquiry in Science Education to Promoting Scientific Literacy: A Conceptual Model
BT  - Proceedings of the 9th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2022)
PB  - Atlantis Press
SP  - 99
EP  - 109
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-481-5_11
DO  - 10.2991/978-2-38476-481-5_11
ID  - Hastuti2025
ER  -