Technology-Integrated Inquiry-Based Learning and Junior Secondary Students' Science Learning Outcomes: A Quasi-Experimental Study

Syamsul Rizal; Muhammad Azzarkasyi; Agus Wahyuni; Susanna; Siraj

doi:10.21009/1.12103

Authors

Syamsul Rizal Universitas Serambi Mekkah, Aceh, Indonesia
Muhammad Azzarkasyi Universitas Serambi Mekkah, Aceh, Indonesia
Agus Wahyuni Universitas Syiah Kuala, Aceh, Indonesia
Susanna Universitas Syiah Kuala, Aceh, Indonesia
Siraj Universitas Malikussaleh, Aceh, Indonesia

DOI:

https://doi.org/10.21009/1.12103

Keywords:

inquiry based learning, technology, science learning outcomes, sustainable education

Abstract

This study examined the effect of technology-integrated inquiry-based learning on science learning outcomes of junior secondary students. A quantitative approach with a quasi-experimental pretest-posttest non-equivalent control group design was employed. The sample comprised 62 eighth-grade students from SMP Negeri 9 Banda Aceh, assigned to experimental (n = 31) and control (n = 31) groups. The experimental group participated in inquiry-based learning supported by digital simulations and virtual laboratories, while the control group followed conventional lecture-based instruction. The intervention was conducted over four weeks (eight meetings, each 2 × 40 minutes). A validated science achievement test (20 multiple-choice items, KR-20 = 0.82) was administeredas pretest and posttest. Data were analyzed using independent samples t-test with JASP 0.95.4.0. Results showed that the experimental group (M = 71.61, SD = 7.84) significantly outperformed the control group (M = 61.94, SD = 10.12) on the posttest, t(60) = 3.94, p < 0.001, Cohen's d = 0.98. The experimental group also demonstrated higher normalized gain (g = 0.28) compared to the control group (g = 0.06). These findings indicate that technology-integrated inquiry-based learning is effective in improving students' science learning outcomes. The implications suggest that this approach can serve as an innovative strategy for science instruction in junior secondary schools.

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