FOSTERING SCIENTIFIC CURIOSITY THROUGH INQUIRY-BASED LEARNING IN ELEMENTARY SCHOOL SCIENCE EDUCATION

Abstrak

This research aims to investigate the factors influencing scientific interest in children through a combined approach involving psychological, social, and educational aspects. Internal factors, such as self-perception and student self-efficacy, were examined by referencing Albert Bandura's self-efficacy theory (1997). The study also explored the role of social support and family environment in shaping children's scientific interest, delving into the findings of Maltese and Tai (2010), emphasizing the impact of family support on children's motivation towards science. Furthermore, the research observed the influence of the school environment, particularly through inquiry-based learning approaches. By analyzing teaching methods and teacher approaches, the study evaluated the impact of implementing inquiry-based learning models on students' scientific interest. The research findings provide a deeper understanding of how the interaction between these internal and external factors can shape children's scientific interest. The results of this research carry significant implications for education and child development. Educators and parents can use this information to design educational strategies that support the early development of scientific interest. By paying attention to self-efficacy theory, family support, and effective learning approaches, we can create an environment that stimulates and nurtures scientific interest in children, shaping a generation oriented towards science