Pengaruh Model Pembelajaran Inquiry terhadap Pemahaman Konsep IPA Siswa SMA Negeri 1 Lotu Tahun Pelajaran 2023/2024

Ferlina Lahagu; Agnes Renostini Harefa

doi:10.56207/genbionix.v2i1.802

Authors

Ferlina Lahagu Guru Biologi, SMA Negeri 1 Lotu
Agnes Renostini Harefa Pendidikan Biologi, Universitas Nias, Indonesia https://orcid.org/0009-0005-6222-897X

DOI:

https://doi.org/10.56207/genbionix.v2i1.802

Keywords:

inquiry-based learning, conceptual understanding, science education, learning outcomes

Abstract

Students’ low conceptual understanding in science learning remains a persistent challenge, often caused by teacher-centered approaches that limit active engagement and meaningful learning experiences. This study aims to examine the effect of the Inquiry learning model on students’ conceptual understanding in science at SMA Negeri 1 Lotu. The research employed a quasi-experimental design using a randomized pretest-posttest control group approach. A total of 52 eleventh-grade students participated in the study, divided into an experimental class taught using the Inquiry model and a control class taught using conventional methods. Data were collected through essay-based tests administered before and after the intervention and analyzed using descriptive and inferential statistics, including an independent t-test. The findings reveal that students in the experimental group demonstrated a higher improvement in conceptual understanding compared to those in the control group. The mean posttest score of the experimental class was significantly higher, indicating the effectiveness of the Inquiry model in facilitating deeper conceptual learning. The statistical analysis further confirmed a significant difference between the two groups, supporting the hypothesis that Inquiry-based learning positively influences students’ understanding of science concepts. These results highlight the importance of student-centered learning approaches in enhancing both cognitive outcomes and scientific thinking skills.

References

Gea, A., & Zega, R. F. W. (2025). Metode Pembelajaran Kreatif dalam Pendidikan Anak Usia Dini. Khirani: Jurnal Pendidikan Anak Usia Dini, 3(1), 209–219. https://doi.org/10.47861/khirani.v3i1.1622

Halawa, K. K., & Gulo, H. (2023). Development of Flashcard Learning Materials for the Excretory System Curriculum for 8th Grade Students at SMP Negeri 3 Lolofitu Moi Academic Year 2020/2021. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 1(2), 71–78. https://doi.org/10.56207/gb.v1i2.770

Harefa, A. R. (2023). Pengembangan Lembar Peserta Didik IPA Berbasis Inkuiri Pada Materi Pencemaran Lingkungan Kelas VII SMP. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 1(1), 32–40. https://ojs.unias.ac.id/index.php/gb/article/view/226

Harjono, A., Verawati, N. N. S. P., Gummah, S., & Prayogi, S. (2025). Integrating ethnoscience in inquiry-creative learning: a new breakthrough in enhancing critical thinking. International Journal of Evaluation and Research in Education, 14(1), 636–647. https://doi.org/10.11591/ijere.v14i1.29259

Harlen, W. (2013). Assessment & inquiry-based science education. Issues in Policy and Practice. . Global Network of Science Academies (IAP) Science Education Programme (SEP).

Kidman, G., & Casinader, N. (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. EURASIA Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103065

Laia, S., & Waruwu, T. (2023). Pengembangan Lembar Kerja Peserta Didik Berbasis Problem-Based Learning Pada Materi Sistem Gerak Pada Manusia Untuk Siswa UPTD SMP Negeri 3 Gunungsitoli Utara. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 1(2), 62–70. https://doi.org/10.56207/gb.v1i2.769

Lase, N. K. (2023). Penerapan Model Pembelajaran Kooperatif Tipe Take and Give untuk Meningkatkan Hasil Belajar Biologi Siswa Kelas X SMK Negeri 1 Gunungsitoli Utara. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 1(1), 18–24. https://ojs.unias.ac.id/index.php/gb/article/view/224

Meulenbroeks, R., van Rijn, R., & Reijerkerk, M. (2024). Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning. Research in Science Education, 54(3), 339–358. https://doi.org/10.1007/s11165-023-10139-0

Ngaisah, F., Ramli, M., Karyanto, P., Mohamad Nasri, N. F., & Halim, L. (2018a). Science teachers’ practical knowledge of inquiry-based learning. Journal of Turkish Science Education, 15(Special Issue), 87–96

Ngaisah, F., Ramli, M., Karyanto, P., Mohamad Nasri, N. M., & Halim, L. B. (2018b). Science teachers’ practical knowledge of inquiry-based learning. Journal of Turkish Science Education, 15(Special Issue), 87–96

Nghiem, X.-H., Yadav, R., Yadav, M., Dewasiri, N. J., & Ranasinghe, A. (2025). Project-Based Learning and Inquiry-Based Learning. In Exploration of K-12 Teaching and Learning for Teacher Educators (pp. 231–260). IGI Global. https://doi.org/10.4018/979-8-3693-9370-3.ch009

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003

Prayogi, S., Bilad, M. R., Verawati, N. N. S. P., & Asy’ari, M. (2024). Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia. Education Sciences, 14(6), 593. https://doi.org/10.3390/educsci14060593

Telaumbanua, J. M., Gulo, H., & Zebua, N. (2023). Validity Test of the Growth and Development Module Based on Local Potential for Students at SMA Negeri 1 Afulu. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 55–61. https://doi.org/10.56207/genbionix.v1i2.768

Telaumbanua, T. (2023). Penerapan Metode Resource Based Learning Dalam Meningkatkan Kreativitas Dan Hasil Belajar Ipa Terpadu SMP Swasta Nupela Tahun Pembelajaran 2023/2024. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 1(2), 79–83. https://doi.org/10.56207/genbionix.v1i2.773

Verawati, N. N. S., Harjono, A., & Gummah, S. (2022). Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia. International Journal of Learning, Teaching and Educational Research, 21(9), 232–248. https://doi.org/10.26803/ijlter.21.9.13

Zebua, N. (2022). Pengembangan Media Pembelajaran Keanekaragaman Hayati Berbasis Scientific Terintegrasi Dalam Blogspot Untuk Siswa SMA Negeri 1 Telukdalam. FAGURU: Jurnal Ilmiah Mahasiswa Keguruan, 1(2), 143–154. https://doi.org/10.57094/faguru.v1i2.677

Zebua, N. (2024a). Pengembangan E-LKPD Struktur dan Fungsi Tumbuhan Berbasis Higher Order Thinking Skills Untuk Peserta Didik Sekolah Menengah Pertama. ORYZA (Jurnal Pendidikan Biologi), 13(1), 106–115. https://doi.org/10.33627/oz.v13i1.1852

Zebua, N. (2024b). Studi Literatur: Peranan Higher Order Thinking Skills Dalam Proses Pembelajaran. Edukasi Elita: Jurnal Inovasi Pendidikan, 1(2), 92–100. https://doi.org/10.62383/edukasi.v1i2.110

Zebua, N. (2024c). To What Extent is GenAI Relevant to Empowering Students’ Critical Thinking and Creative Thinking Skills? Proceeding of the International Conference on Global Education and Learning, 72–82. https://prosiding.aripi.or.id/index.php/ICGEL

Zega, N. A., & Gulo, H. (2023). Pengembangan Lembar Kerja Peserta Didik Model Contextual Teaching and Learning Pada Materi Sistem Ekskresi Manusia Kelas VIII SMP Negeri 3 Lolofitu Moi. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 1(1), 41–54. https://doi.org/10.56207/genbionix.v1i1.221

Ziliwu, D. (2023). Penerapan Model Pembelajaran Problem Solving untuk Meningkatkan Hasil Belajar IPA Siswa SMP Negeri 4 Mazo. GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi, 25–31. https://doi.org/10.56207/genbionix.v1i1.223