Implementation Guided Inquiry Model to Improve Students Academic Achievement on The Topic of Additive Substances

Abstract

The selection of an appropriate instructional model plays a crucial role in promoting active learning and improving students' academic achievement. However, science instruction in many schools remains dominated by conventional teaching methods, resulting in limited student engagement, decreased learning motivation, and suboptimal learning outcomes. This study aimed to examine the effect of the Guided Inquiry learning model on students' science learning outcomes in the topic of addictive substances. The study employed a quantitative approach using a true experimental design with a posttest-only control group design. The participants consisted of 60 eighth-grade students from MTs Hidayatul Ma'arif Temiyangsari, divided equally into an experimental group (n = 30) and a control group (n = 30). Learning outcomes were measured using a posttest consisting of achievement test items and analyzed using an independent-samples t-test. The findings revealed that students taught through the Guided Inquiry model achieved a higher mean posttest score (M = 80.88) than those taught using the conventional learning model (M = 75.71). Statistical analysis indicated a significant difference between the two groups (p = .036 < .05). These findings demonstrate that the Guided Inquiry learning model significantly improves students' science learning outcomes. Therefore, its implementation is recommended as an effective instructional approach to enhance students' engagement, conceptual understanding, and academic achievement in science learning.