THE EFFECT OF THE GUIDED INQUIRY LEARNING MODEL ON SCIENCE LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study aims to determine the effect of the guided inquiry learning model on students’ critical thinking skills and science learning outcomes among seventh-grade students of SMP Negeri 2 Dumai. The background of this research lies in the low level of students’ critical thinking and learning achievement due to conventional teacher-centered instruction. This research employed a quantitative approach with a Nonequivalent Control Group Design. The sample consisted of two classes: the experimental class (VII.4) and the control class (VII.3), each comprising 30 students. The instruments included an essay test to measure critical thinking skills and a multiple-choice test to measure science learning outcomes. The t-test results showed a significant difference between the experimental and control classes. The mean posttest score of the experimental class was 85.4, while the control class scored 74.1, with a significance value of 0.001 < 0.05. The guided inquiry learning model positively influenced the improvement of science learning outcomes. This approach effectively enhances both students’ critical thinking skills and learning achievements simultaneously.