(Faculty of Teachers Training and Education, Universitas Malikussaleh, Aceh Utara, 24351, Indonesia)
(2) * Isna Rezkia Lukman
(Faculty of Teachers Training and Education, Universitas Malikussaleh, Aceh Utara, 24351, Indonesia)(3) Ratna Unaida
(Faculty of Teachers Training and Education, Universitas Malikussaleh, Aceh Utara, 24351, Indonesia)(4) Ayu Rahmi
(Faculty of Teachers Training and Education, Universitas Malikussaleh, Aceh Utara, 24351, Indonesia)(5) Riska Imanda
(Faculty of Teachers Training and Education, Universitas Malikussaleh, Aceh Utara, 24351, Indonesia)*Corresponding author
AbstractMastering abstract chemistry concepts such as the colloid system requires effective instructional strategies that promote active knowledge construction. This study aimed to investigate the impact of the guided inquiry learning model on students' conceptual understanding of colloid systems. A quantitative pre-experimental approach with an intact-group comparison design was employed. Utilizing purposive sampling, 47 eleventh-grade students from an Islamic Senior High School in Indonesia were selected and divided into an experimental group (n=27) taught using guided inquiry and a control group (n=20) taught using conventional teacher-centered methods. Data were collected using a validated two-tier multiple-choice diagnostic post-test to evaluate conceptual mastery and uncover underlying misconceptions. The independent sample t-test analysis revealed a statistically significant difference (p = 0.000 < 0.05) between the two groups. The experimental group achieved a higher average score (74.41, High category) compared to the control group (58.86, Moderate category). Furthermore, the diagnostic test demonstrated that guided inquiry substantially increased true conceptual understanding and effectively minimized the rates of student misconceptions and complete lack of understanding. The findings conclude that guided inquiry is a highly effective instructional model for enhancing meaningful learning in chemistry, assisting students in connecting macroscopic observations with theoretical concepts, although further scaffolding is needed for submicroscopic particle-level mechanisms.
KeywordsColloid System; Conceptual Understanding; Guided Inquiry; Two-Tier Multiple Choice
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1513 |
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