The Effect of Guided Inquiry Integrated with the SAMR Model (Substitution, Augmentation, Modification, Redefinition) on Student Learning Outcomes
DOI:
https://doi.org/10.25134/quagga.v18i2.520Keywords:
Guided Inquiry, SAMR Model, Learning outcome, Respiratory System, BiologyAbstract
Teacher centered biology learning results in low cognitive learning outcomes for students. Pedagogical innovation that systematically integrates investigative approaches with technology is needed. This study aims to analyze the effect of the Guided Inquiry learning model integrated with the SAMR (Substitution, Augmentation, Modification, Redefinition) model on student learning outcomes in biology lessons on the respiratory system. A quasi-experimental design with a nonequivalent control group was employed, involving 65 Grade XI students from a state senior high school in South Tangerang City, drawn through purposive sampling. The experimental class of 32 students received Guided Inquiry learning integrated with SAMR, while the control class of 33 students received Guided Inquiry without SAMR integration. Data were gathered using pretest and posttest instruments in multiple-choice format, which had been validated and tested for reliability. The analytical procedures encompassed N-Gain calculation, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Mann-Whitney U test. Findings indicated that the average posttest score of the experimental class (97.57) exceeded that of the control class (90.36) with a difference of 7.21 points, , with an N-Gain of experimental class 84.10 in the high category. The Mann-Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.000 (< 0.05), confirming a statistically significant effect. The use of Guided Inquiry combined with the SAMR model had a significant impact on student learning outcomes, as it was shown to effectively improve the quality of biology learning.
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