Effect of the Guided Inquiry Model with Deep Learning Approach on Student Learning Outcomes on Elements and Compounds Material

Abstract

The 21st-century education requires students to develop critical thinking skills and achieve a deep conceptual understanding. Furthermore, studies integrating the guided inquiry learning model with a deep learning approach in junior high school science education remain limited. Therefore, this study aims to determine the impact and effectiveness of a guided inquiry learning model, integrated with a deep learning approach, on student learning outcomes on the topic of elements and compounds. The study employed a quantitative quasi-experimental design with a nonequivalent control group. The sample consisted of two classes, Class VIII-T1 (experimental group) and Class VIII-T4 (control group), each comprising 32 students. The research instrument was a cognitive learning outcome test consisting of 30 multiple-choice questions administered as both a pretest and a posttest. Data were analyzed using normality and homogeneity tests, an independent sample t-test, and Normalized Gain (N-Gain) analysis with the aid of SPSS version 21. The results showed that the average pretest score for the experimental group rose from 40.5 to 80.9, while the control group increased from 34.8 to 72.3. The independent sample t-test yielded a significance value (2-tailed) of 0.000 (< 0.05), indicating a significant difference between the two groups. Additionally, the N-Gain score for the experimental group was 0.71 (high category), whereas the control group achieved 0.61 (medium category). The novelty of this study lies in integrating the guided inquiry learning model with the principles of mindful, meaningful, and enjoyable learning, enabling students to construct scientific concepts in a more active, reflective, and meaningful manner. These findings indicate that integrating guided inquiry with a deep learning approach can be an innovative strategy to enhance students' conceptual understanding and learning outcomes in science, particularly in the area of elements and compounds.