Guided inquiry learning-based blended learning on chemical equilibrium material to improve senior high school student learning outcomes

Diyah Ayu Ningsih,Dian Novita

doi:10.29303/jpm.v17i1.3183

Abstract

This researchÃÂ aimed to improve student's learning outcomes on chemical equilibrium material through the application of guided inquiry learning usedÃÂ blended learning to determine studentsÃ¢â¬â¢ÃÂ activities and student responses for applied learning. This study uses observation and test methods to collect data and One Group Pretest-Posttest Design to determine an increase in student learning outcomes. The research was conducted at SMA Al-Islam Krian forÃÂ the 2021/2022 academic year. The results showed that implementation of guided inquiry learning based on blended learning was 98.8%, with a very good category. The percentage of student activity is 96%. The learning outcomes obtained by the students showed an increase between the pretest and the posttest, with an average n-gain value of 0.8 in the high category, and from results of paired sample t-test was obtained by the Sig. (2-tailed) 0.000 < 0.005, which means that there is a significant difference. The results of student responses during learning are 96%. This research concludes that guided inquiry learning can improve studentsÃ¢â¬â¢ÃÂ learning outcomes on chemical equilibrium materials.

Highlights

There is a minimum completeness criterion (KKM) as a learning completeness criterion which refers to the graduation competency standard, where one aspect of the assessment is knowledge competence
The results of the pre-research obtained student's chemistry learning outcomes in the realm of knowledge chemical equilibrium material are still lower than the specified KKM of 75
The low value of student learning outcomes is because the teacher provides learning or selects an ensuite method used [4]

Summary

Introduction

There is a minimum completeness criterion (KKM) as a learning completeness criterion which refers to the graduation competency standard, where one aspect of the assessment is knowledge competence. Several schools' student chemistry learning outcomes are still low, far from the minimum completeness criteria [3], such as at SMA Al-Islam Krian. The results of the pre-research obtained student's chemistry learning outcomes in the realm of knowledge (cognitive) chemical equilibrium material are still lower than the specified KKM of 75. The low value of student learning outcomes is because the teacher provides learning or selects an ensuite method used [4]. Based on the results of interviews, it was found that teachers tend to use the lecture method in providing learning in the classroom. Another factor affecting the low value of students learning outcomes is the lack of student interest in chemistry. It is caused due to the number of words that are difficult to understand and many formulas used so that students more often memorize than understand the formula [5]

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Conclusion