THE EFFECT OF GUIDED INQUIRY MODELS ON STUDENTS' COGNITIVE LEARNING OUTCOMES IN VIBRATION AND WAVE MATERIAL

Fitri Wulansari, Rindah Permatasari

Abstract


This research aimed to examine the impact of a guided inquiry learning model on the cognitive performance of students in the topic of vibrations and waves. A quantitative method was employed using a one-group pretest–posttest design, which falls under pre-experimental research. The participants consisted of 27 eighth-grade students from class VIII B at SMP Negeri 02 Nanga Pinoh during the even semester of the 2025/2026 academic year. Data were collected through achievement tests administered before and after the implementation of the instructional intervention. Normality testing using the Shapiro–Wilk method indicated that the pretest data and part of the posttest data were not normally distributed (p < 0.05). Therefore, further analysis was conducted using the Wilcoxon Signed Ranks Test, which revealed a statistically significant difference between scores obtained before and after the intervention (p < 0.05), with all posttest scores exceeding the pretest scores. The average score increased from 37.78, categorized as low, to 71.48, categorized as good. Furthermore, N-Gain analysis showed an average value of 0.6658, indicating a moderate level of improvement. These findings demonstrate that the guided inquiry learning model effectively enhances students’ cognitive performance in learning vibrations and waves.

Keywords


guided inquiry; cognitive learning outcomes; vibrations and waves

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i3.10144

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