摘要：This research aims to compare the effect of the implementation of three levels ofinquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (openinquiry) toward science concept understanding of elementary school teachercandidates. This is a quasi experiment research with pre-test post-test nonequivalentcontrol group design. The population of the research was the students ofElementary School Teacher Education of University of Mataram who took thescience education program. The sample of this research was 154 students taken byusing cluster random sampling technique. The research instrument was a scienceconcept test. The data were analyzed by using ANCOVA. The results showed thatthe implementation of open inquiry had the highest score of science conceptunderstanding and was significantly different from the scores of the structuredinquiry and guided inquiry and traditional strategy, while the scores of thestructured inquiry, guided inquiry and traditional strategy were not significantlydifferent. Thus, the conclusion of this research was that the implementation of openinquiry has a significant effect, while the implementation of structured and guidedinquiry did not have a significant effect on the increase of science conceptunderstanding of elementary school teacher candidates.
关键词：levels of inquiry; science concept; structured inquiry; guided inquiry; open;inquiry
