The Effect of Guided Inquiry Learning Model on Students' Science Process Skills and Learning Outcomes in Physics Science Lessons
DOI: https://doi.org/10.26618/0m4ny850
guided inquiry learning, physics education, physics learning outcomes, science process skills, waves concept
Abstract
Science education in the 21st century emphasizes the development of scientific competencies that integrate knowledge acquisition with Science Process Skills (SPS), such as observing, hypothesizing, experimenting, interpreting, and communicating, which are crucial for fostering deep conceptual understanding and improving learning outcomes. However, many students, particularly in rural contexts, remain passive learners with limited independence, resulting in underdeveloped SPS and lower achievement in physics. This study addresses this urgency by examining the effectiveness of the Guided Inquiry Learning Model in simultaneously improving SPS and learning outcomes on the topic of waves. A quasi-experimental design was applied, using a non-equivalent control group posttest-only design for SPS and a pretest–posttest control group design for learning outcomes. The sample consisted of 35 eighth-grade students from SMP Negeri 2 Kuta Baro, divided into experimental and control groups, both taught with virtual experiments to minimize teacher bias. SPS were measured through validated observation sheets, and learning outcomes were assessed using multiple-choice tests. The findings revealed that the Guided Inquiry group achieved significantly higher SPS (M = 75.95) than the Inquiry group (M = 70.31), with a large effect size (Cohen’s d = 0.931). Learning outcomes also improved substantially, with an N-Gain of 75.97% (high category) compared to 68.59% (moderate category) in the control group, yielding a medium effect size (d = 0.609). These results highlight the novelty of analyzing both SPS and learning outcomes concurrently and demonstrate that guided inquiry effectively fosters scientific thinking and conceptual mastery. The study contributes to physics education by providing evidence that structured inquiry, supported by teacher scaffolding, is particularly relevant for engaging passive learners and enhancing meaningful learning experiences in the digital era.
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