Implementation of Guided Inquiry Learning Model in Improving Science Learning Outcomes
DOI:
https://doi.org/10.37812/josse.v4i1.1831Keywords:
Guided Inquiry Learning Model, Learning Outcomes, Ecosystem, Digital Multimedia, Local Wisdom.Abstract
This study aims to determine whether the implementation of the guided inquiry learning model can improve the learning outcomes of fifth-grade students at MIN 1 Batam on the topic of ecosystems. The research method used is an experimental design with a pretest-posttest control group design. The study was conducted over three meetings, with the subjects being fifth-grade students divided into two groups: the experimental group using the guided inquiry learning model and the control group using the lecture method. Data were collected through formative and summative assessments, consisting of multiple-choice questions, essay questions, and observations. The results showed that the average score of students in the formative assessment was 86.67 and in the summative assessment was 88.67, both indicating satisfactory results that exceed the average passing grade (KKM). This study indicates that the implementation of the guided inquiry learning model can improve students' learning outcomes in science, particularly on the topic of ecosystems. The strength of this study lies in the use of digital multimedia and the integration of local wisdom in the learning process, making the learning more relevant and engaging for students. However, this study has limitations in terms of the time available for outdoor observations and limited supporting facilities. For future research, it is recommended to extend the duration and improve learning facilities, as well as to combine advanced technology or online learning platforms to enhance the effectiveness of learning.
References
Agustin, A., & Kistoro, H. C. A. (2024). Measuring Fiqih Learning Achievement of Junior High School Students Reviewed From Spiritual Intelligence. At-Tadzkir: Islamic Education Journal, 3(2), Article 2. https://doi.org/10.59373/attadzkir.v3i2.69
Andrade, C. (2021). A Student’s Guide to the Classification and Operationalization of Variables in the Conceptualization and Design of a Clinical Study: Part 1. Indian Journal of Psychological Medicine, 43(2), 177–179. https://doi.org/10.1177/0253717621994334
Arif, M. (2022). Teacher Ethics Perspective Syed Naquib Al-Attas and KH. M. Hasyim Asy’ari. Tribakti: Jurnal Pemikiran Keislaman, 33(1), Article 1. https://doi.org/10.33367/tribakti.v33i1.2006
Arif, M. (2023). Karya Tulis Ilmiah: Implementasi Chatgpt Dan Manajemen Referensi Menulis. PT. Sonpedia Publishing Indonesia.
Arif, M. (2024). The Existence of Madrasah Ibtidaiyah Based on Pesantren: Challenges and Opportunities in The Digital Era. Munaddhomah, 5(4), 367–382. https://doi.org/10.31538/munaddhomah.v5i4.1401
Arif, M., Munfa’ati, K., & Kalimatusyaroh, M. (2021). Homeroom Teacher Strategy in Improving Learning Media Literacy during Covid-19 Pandemic. Madrasah, 13(2), 126–141. https://doi.org/10.18860/mad.v13i2.11804
Arnold, J. C., Mühling ,Andreas, & and Kremer, K. (2023). Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science & Technological Education, 41(1), 372–392. https://doi.org/10.1080/02635143.2021.1909552
Ayyubi, I. I. A., Islamiah, D., Fitriyah, D., Agustin, M. A., & Rahma, A. (2024). Penerapan Model Brain Based Learning Dalam Pembelajaran Pendidikan Agama Islam. Ngaos: Jurnal Pendidikan Dan Pembelajaran, 2(2), Article 2. https://doi.org/10.59373/ngaos.v2i2.11
Creswell, J. W. (2011). Controversies in mixed methods research. The Sage Handbook of Qualitative Research, 4(1), 269–284.
Harahap, N. (2024). Application Of Cognitive Learning Theory In Improving Students’ Critical Thinking Skills. Interdisciplinary Journal of Social Sciences, 1(2), Article 2.
Huda, M., Arif, M., Rahim, M. M. A., & Anshari, M. (2024). Islamic Religious Education Learning Media in the Technology Era: A Systematic Literature Review. At-Tadzkir: Islamic Education Journal, 3(2), Article 2. https://doi.org/10.59373/attadzkir.v3i2.62
Inganah, S., Darmayanti, R., & Rizqi, N. (2023). Problems, Solutions, and Expectations: 6C Integration of 21st Century Education into Learning Mathematics (SSRN Scholarly Paper No. 5012200). Social Science Research Network. https://doi.org/10.2139/ssrn.5012200
Jansson, M., Hrastinski, S., Stenbom, S., & Enoksson, F. (2021). Online question and answer sessions: How students support their own and other students’ processes of inquiry in a text-based learning environment. The Internet and Higher Education, 51, 100817.
Jesica Dwi Rahmayanti & Muhamad Arif. (2021). Penerapan Full Day School Dalam Mengembangkan Budaya Religius di Sekolah Dasar Muhammadiyah 1 Menganti Gresik. eL Bidayah: Journal of Islamic Elementary Education, 3(1), 11–31. https://doi.org/10.33367/jiee.v3i1.1551
Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is Inquiry-Guided Learning? In Teaching and Learning Through Inquiry. Routledge.
Levine, A. (2006). Educating School Teachers. Education Schools Project. https://eric.ed.gov/?id=ED504144
Malone, T. W., & Lepper, M. R. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In Aptitude, Learning, and Instruction. Routledge.
Nisa, C. C., & Astriani, D. (2022). Application of the guided inquiry learning model to increase student learning motivation. Jurnal Pijar Mipa, 17(4), 475–479. https://doi.org/10.29303/jpm.v17i4.3664
Novitra, F., Festiyed, Yohandri, & Asrizal. (2021). Development of Online-Based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School. EURASIA Journal of Mathematics, Science and Technology Education, 17(9). https://eric.ed.gov/?id=EJ1311539
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2023). Guided inquiry-based learning in secondary-school chemistry classes: A case study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/D2RP00110A
Saim, K. K., & El-Muhammady, A. (2025). Confronting Extremism and Radicalisation in Afghanistan: Educative Approach. At-Tadzkir: Islamic Education Journal, 4(1), Article 1. https://doi.org/10.59373/attadzkir.v4i1.80
Shea, P., Richardson ,Jennifer, & and Swan, K. (2022). Building bridges to advance the Community of Inquiry framework for online learning. Educational Psychologist, 57(3), 148–161. https://doi.org/10.1080/00461520.2022.2089989
Sintasari, B., Lailiyah, N., & Rozaq, A. (2024). Evaluasi Strategi Guru PAI dalam Meningkatkan Kedisiplinan Siswa. Ngaos: Jurnal Pendidikan Dan Pembelajaran, 2(1), Article 1. https://doi.org/10.59373/ngaos.v2i1.14
Woodring, P. (1975). The Development of Teacher Education. Teachers College Record, 76(6), 1–24. https://doi.org/10.1177/016146817507600602
Yanto, F., Meliana, N., Rosodor, S., Saifullah, R., & Etikoh, N. (2025). The Effectiveness of Internalizing Moral Values through Qur’anic Learning at Children’s Boarding School. Ngaos: Jurnal Pendidikan Dan Pembelajaran, 3(1), Article 1. https://doi.org/10.59373/ngaos.v3i1.93
Yuliana, N., Purwati, N., & Hanapi, H. (2022). Improving Student’s Logical Thinking Abilities And Learning Outcomes Through Guided Inquiry Model. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(2), 345–351. https://doi.org/10.33394/j-ps.v10i2.4822
Zhang, B., Xiao, J., & Qin, T. (2021). Self-Guided and Cross-Guided Learning for Few-Shot Segmentation. 8312–8321. https://openaccess.thecvf.com/content/CVPR2021/html/Zhang_Self-Guided_and_Cross-Guided_Learning_for_Few-Shot_Segmentation_CVPR_2021_paper.html
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Narti Harahap, Kms. Muhammad Amin Fauzi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
