Enhancing Science Concept Mastery through a Structured Inquiry Learning Model Integrated with Electronic Teaching Materials

Fitria Wahyu Wulansari; Riva Ismawati

doi:10.57092/ijetz.v5i1.487

Authors

Fitria Wahyu Wulansari Faculty of Teacher Training and Education, Universitas Tidar, Indonesia https://orcid.org/0009-0000-8871-067X
Riva Ismawati Faculty of Teacher Training and Education, Universitas Tidar, Indonesia https://orcid.org/0000-0003-1126-2439

DOI:

https://doi.org/10.57092/ijetz.v5i1.487

Keywords:

Structured inquiry, Electronic teaching materials, Concept mastery, Action Research, Science education

Abstract

Mastery of science concepts among eighth-grade students at SMPN 4 Magelang remains relatively low, as indicated by limited engagement in learning activities and assessment results below expected competency standards. This issue requires pedagogical intervention. This study aimed to enhance science concept mastery through a structured inquiry learning model integrated with electronic teaching materials. Collaborative classroom action research was conducted over three cycles with 32 students participating for six weeks. Concept-mastery tests based on Bloom’s revised taxonomy were used as instruments, and data were analyzed using mean scores, achievement rates, and N-gain. Findings showed consistent improvement from Cycle I to Cycle III, with posttest scores increasing from 68 to 81, N-gain values rising from .44 to .69, and completion rates improving from 44% to 81%. The structured inquiry model facilitated students’ conceptual understanding through systematic scientific procedures, while electronic teaching materials enhanced visualization and interactivity. These results demonstrate the effectiveness of combining structured inquiry with digital learning resources to strengthen students’ comprehension and application of scientific concepts

Downloads

Download data is not yet available.

References

Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504-525. https://doi.org/10.1080/09500693.2020.1716093

Agustina, R. D., Putra, R. P., Chusni, M. M., & Umri, Z. (2025). 4C competencies of laboratory assistants : A catalyst for improved experimental comprehension in physics education. International Journal of Education and Teaching Zone, 4(2), 106–125. https://doi.org/https://10.57092/ijetz.v4i2.424

Ardianti, S. D., & Raida, S. A. (2022). The effect of project based learning with ethnoscience approach on science conceptual understanding. Journal of Innovation in Educational and Cultural Research. 3(2), 207–214. https://doi.org/10.46843/jiecr.v3i2.89

Arifin, Z., Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592. https://doi.org/10.29333/ejmste/15988

Ariyani, L., Mulyono, D., & Febriandi, R. (2021). Pengembangan student worksheet berbasis kearifan lokal berbantuan qr-code pada pembelajaran tematik kelas v. Journal Of Education And Instruction (Joeai), 4(2), 410–418. https://doi.org/10.31539/joeai.v4i2.2811

Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2021). Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan. Journal of Applied Research in Higher Education, 13(3), 649-663. https://doi.org/10.1108/JARHE-04-2020-0103

Azizah, A. N., Prayitno, B. A., & Nurmiyati. (2019). Penerapan model guided inquiry learning untuk meningkatkan kemampuan berpikir tingkat tinggi siswa sma the application of guided inquiry learning model to improve students ’ high-order thinking skill. Bio-Pedagogi: Jurnal Pembelajaran Biologi, 8(1), 39–43. https://doi.org/10.20961/bio-pedagogi.v8i1.35549

Banda, H. J., & Nzabahimana, J. (2021). Effect Of integrating physics education technology simulations on students’ conceptual understanding in physics: a review of literature. Physical Review Physics Education Research, 17(2), 23108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108

Bansal, G., & Ramnarain, U. (2021). Inquiry-based science education in primary schools. Education 3-13, 49(3), 259-262. https://doi.org/10.1080/03004279.2020.1854955

Celik, E., Baki, G. O., & Isik, A. (2022). The effect of cluster teaching with worksheets on students’ academic achievement in distance education. Turkish Online Journal Of Distance Education, 23(3), 137–153. https://doi.org/10.17718/tojde.1137255

Christofer, F., & Irawati, W. (2022). Pengaruh penerapan metode inkuiri untuk penguasaan konsep pada pembelajaran jarak jauh. BONAFIDE Jurnal Teologi dan Pendidikan Kristen. 3, (2). 232–251. https://doi.org/10.46558/bonafide.v3i2.124

Creswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.

De Jong, T., Gillet, D., Rodríguez-Triana, M. J., Hovardas, T., Dikke, D., Doran, R., ... & Zacharia, Z. C. (2021). Understanding teacher design practices for digital inquiry–based science learning: The case of Go-Lab. Educational Technology Research and Development, 69(2), 417-444. https://doi.org/10.1007/s11423-020-09904-z.

De Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – the case for combining inquiry-based and direct instruction. Educational Research Review, 39(November 2022), 100536. https://doi.org/10.1016/j.edurev.2023.100536

Diyana, T. N., & Pebriana, I. N. (2022). A study of the relationship between students ’ belief and attitude toward physics and GPA. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/10.57092/ijetz.v1i2.51

Ernawati, T., & Sujatmika, S. (2021). Development of worksheet based on a scientific approach to improve critical thinking skills. International Journal Of Stem Education For Sustainability, 1(1), 1–10. https://doi.org/10.53889/ijses.v1i1.1

Ferdinand-james, D., Nelson, K., & Bishop, N. (2024). Exploring knowledge development for sustaining the intellectual capital of technical and vocational education and training leadership research : a qualitative study at a global south university. International Journal of Education and Teaching Zone, 3(3), 1–10. https://doi.org/https://10.57092/ijetz.v3i3.311

Forbes, C. T., Neumann, K., & Schiepe-Tiska, A. (2020). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education, 42(5), 783-806. https://doi.org/10.1080/09500693.2020.1730017

García-Carmona, A. (2020). From inquiry-based science education to the approach based on scientific practices: A critical analysis and suggestions for science teaching. Science & Education, 29(2), 443-463. https://doi.org/10.1007/s11191-020-00108-8

Gericke, N., Högström, P., & Wallin, J. (2023). A systematic review of research on laboratory work in secondary school. Studies In Science Education, 59(2), 245–285. https://doi.org/10.1080/03057267.2022.2090125

Gligorea, I., Cioca, M., Oancea, R., Gorski, A. T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: A literature review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216

Hadiyanti, A. H. D. (2021). Pengembangan modul pembelajaran ipa digital berbasis flipbook untuk pembelajaran daring di sekolah dasar. Jurnal Elementaria Edukasia, 4(2), 284–291. https://doi.org/10.31949/jee.v4i1.3344

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations And Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Handoyo, Teguh., I’anatul Ashriyah, & Rahmat Kamal. (2024). Pengembangan bahan ajar berbasis multimedia. Harmoni Pendidikan : Jurnal Ilmu Pendidikan, 2(1), 230–250. https://doi.org/10.62383/Hardik.V2i1.1064

Handriani, L. S., Harjono, A., & Doyan, A. (2015). Pengaruh model pembelajaran inkuiri terstruktur dengan pendekatan saintifik terhadap kemampuan berpikir kritis dan hasil belajar fisika siswa. Jurnal Pendidikan Fisika Dan Teknologi, 1(3), 210–220. https://doi.org/10.29303/jpft.v1i3.261

Harun, N. M., & Nurita, T. (2024 ). Peningkatan hasil belajar dan motivasi siswa smp pada materi kalor melalui model pembelajaran inkuiri terstruktur. Pensa: E-Jurnal Pendidikan Sains, 12(3), 93–99. https://doi.org/10.26740/pensa.v12i3.62646

Hasmira, H. (2023). Model pembelajaran inkuiri dalam pembelajaran anak usia dini. JIIP- Jurnal Ilmiah Ilmu Pendidikan, 6(6), 3834–3839. https://doi.org/10.54371/jiip.v6i6.2097

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897

Hulu, P., Harefa, A. O., & Mendrofa, R. N. (2023). Studi model pembelajaran inkuiri terhadap pemahaman konsep matematika siswa. Educativo: Jurnal Pendidikan, 2(1), 152–159. https://doi.org/10.56248/educativo.v2i1.97

Husna, H., & Minda, A. (2024). Pengembangan flipped classroom berbasis inkuiri terstruktur menggunakan lms moodle materi konsep mol fase f. Chemistry Education Practice, 7(2), 315–324. https://doi.org/10.29303/cep.v7i2.7988

Ikhsani S R., Arrum Tangawunisma, Atika Sholeha, Putra Divanka, & Dede Indra Setiabudi. (2023). Karakteristik pembelajaran tematik yang ideal pada sekolah dasar. Student Scientific Creativity Journal, 1(1), 290–295. https://doi.org/10.55606/sscj-amik.v1i1.1126

Kafi, Muhammad Kafnun. (2023). Pengembangan bahan ajar elektronik pada materi akhlak mata pelajaran pendidikan agama islam. epistemic. Jurnal Ilmiah Pendidikan, 2 (1). 94-112. https://doi.org/10.70287/epistemic.v2i1.174

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification In science education. A systematic review of the literature. Education Sciences, 11(1), 1–36.https://doi.org/10.3390/educsci11010022

Karim, H., Lodang, H., & Nurhadi, M. (2021). Perbandingan minat dan hasil belajar siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing dengan inkuiri terstruktur pada mata pelajaran biologi. Biology Teaching And Learning, 4(2), 113–126. https://doi.org/10.35580/btl.v4i2.25887

Lawe, Y. U., Noge, M. D., Wede, E., & Itu, I. M. (2021). Penggunaan bahan ajar elektronik multimedia berbasis budaya lokal pada tema daerah tempat tinggalku untuk meningkatkan kemampuan berpikir tingkat tinggi siswa sekolah dasar. Jurnal Ilmiah Pendidikan Citra Bakti, 8(1), 92–102. https://doi.org/10.38048/jipcb.v8i1.104

Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148-1174. DOI: https://doi.org/10.1002/tea.21625

Mayasari, A., Asrizal, A., & Festiyed, F. (2022). Meta analisis pengaruh media pembelajaran elektronik terhadap hasil belajar dan pemahaman konsep siswa. Orbita: Jurnal Pendidikan Dan Ilmu Fisika, 8(1), 10. https://doi.org/10.31764/orbita.v8i1.7056

Mazid, S., Komalasari, K., Abdulkarim, A., Rahmat, R., & Wulansari, A. (2025). The implementation of multicultural-based e-comic saleh in strengthening students' character: a case study at smp n 1 kaliangkrik magelang. Jipsindo (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia), 12(1), 41–55. https://doi.org/10.21831/jipsindo.v12i1.77441

Medio, C., Limongelli, C., Sciarrone, F., & Temperini, M. (2020). MoodleREC: A recommendation system for creating courses using the moodle e-learning platform. Computers in Human Behavior, 104, 106168. https://doi.org/10.1016/j.chb.2019.106168

Merta, L. M. (2021). Peningkatan motivasi belajar dan penguasaan konsep kimia pada topik hidrolisis garam dan larutan penyangga melalui pembelajaran inkuiri terbimbing. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (Jppsi), 4(1), 1–12. https://doi.org/10.23887/jppsi.v4i1.30048

Moote, J. (2020). Investigating the impact of classroom climate on UK school students taking part in a science inquiry-based learning programme–CREST. Research Papers in Education, 35(4), 379-415. https://doi.org/10.1080/02671522.2019.1568533

Mukhibah, I. Y., & Widiansyah, A. T. (2024). Penggunaan media belajar e-learning berbantu aplikasi benime dalam meningkatkan hasil belajar siswa. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 14(1), 13–20. https://doi.org/10.23887/jppii.v14i1.73530.

Mulya, F. R., Rokhmat, J., & Ramdani, A. (2022). Validitas perangkat pembelajaran fisika model discovery untuk meningkatkan penguasaan konsep dan keterampilan generik sains. Journal Of Classroom Action Research, 4(2), 195–148. https://doi.org/10.29303/jcar.v4i2.1728

Nida, R., M, A. S., & Haryandi, S. (2021). Pengembangan bahan ajar elektronik berbasis multimodel pada materi alat-alat optik untuk melatihkan kemampuan analisis peserta didik. Jurnal Ilmiah Pendidikan Fisika, 5(2), 107. https://doi.org/10.20527/jipf.v5i2.2871

Njie, B., & Asimiran, S. (2014). Case study as a choice in qualitative methodology. iosr journal of research & method in education (IOSRJRME), 4(3), 35–40. https://doi.org/10.9790/7388-04313540

Ni’mah, M., & Widodo, W. (2022). Penerapan model pembelajaran inkuiri terstruktur berbantuan virtual-laboratory phet untuk meningkatkan pemahaman konsep listrik dinamis. Pensa E-Jurnal: Pendidikan Sains, 10(2), 296–304. https://doi.org/10.26740/pensa.v10i2.45289

Nugraha, R. B., Widodo, W., & Suprapto, N. (2021). Pengembangan perangkat pembelajaran model inkuiri terstruktur untuk meningkatkan keterampilan komunikasi dan kreativitas peserta didik kelas v sekolah dasar. Pendipa Journal Of Science Education, 6(1), 162–168. https://doi.org/10.33369/pendipa.6.1.162-168

Nuraini, A. M., Susantini, E., Indah, N. K., & Ishak, N. A. (2025). Validating a pteridophyta atlas integrated with local wisdom for enhancing science process skills. International Journal of Education and Teaching Zone, 4(2). https://10.57092/ijetz.v4i2.418

Oliver, M., McConney, A., & Woods-McConney, A. (2021). The efficacy of inquiry-based instruction in science: A comparative analysis of six countries using PISA 2015. Research in Science education, 51(Suppl 2), 595-616. https://doi.org/10.1007/s11165-019-09901-0

Phang, F. A., Khamis, N., & Nawi, N. D. (2020). TIMSS 2019 Science Grade 8 : Where is malaysia standing ?. ASEAN Journal of Engineering Education. 4(2), 37–43. https://doi.org/10.11113/ajee2020.4n2.10

Puljak, L., Čivljak, M., Haramina, A., Mališa, S., Čavić, D., Klinec, D., ... & Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC medical education, 20(1), 416. https://doi.org/10.1186/s12909-020-02343-7

Rahayu, D., Pramadi, R. A., Maspupah, M., & Agustina, T. W. (2021). Penerapan media pembelajaran flipbook interaktif untuk memingkatkan hasil belajar siswa. Indonesian Journal of Mathematics and Natural Science Education, 2(2), 105–114. https://doi.org/10.35719/mass.v2i2.66

Ramayani, N., & Amalia, L. (2022). The analysis of barriers to the use of physics practicum applications. International Journal of Education and Teaching Zone, 1(1). https://doi.org/10.57092/ijetz.v1i1.9

Rini, D. R., Ratnawati, I., & Wulandari, R. T. (2021). The development of a flip book as an online learning media. Kne Social Sciences, 2021, 263–270. https://doi.org/10.18502/Kss.V5i6.9209

Rumasoreng, M. I., Purwanto, A., & Hilliyani. (2023). Pelatihan pembuatan lembar kerja peserta didik elektronik berbantuan e-worksheet interaktif. Catimore: Jurnal Pengabdian Kepada Masyarakat, 2(1), 72–78. https://doi.org/10.56921/cpkm.v2i1.59

Samuelsson, R. (2021). Children’s explorations of the concept of spinning in preschool: Science learning in mediated activity. Learning, Culture And Social Interaction, 17(55), 90–102. https://doi.0rg/10.1016/J.Lcsi.2018.01.002

Saputra, T., Pamungkas, A. H., & Septriani, N. (2023). Kindergarten teacher ’ s paradigm against problems that often arise in learning : The perspective of early childhood. International Journal of Education and Teaching Zone, 2(3), 475–482. https://10.57092/ijetz.v2i3.101

Sari, N., & Sukmawati, W. (2023). Pengaruh penerapan model pembelajaran radec terhadap penguasaan konsep sistem peredaran darah manusia pada siswa kelas V Sd. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 9(4), 1257. https://doi.org/10.32884/ideas.v9i4.1460

Sibiya, M. T., & Mtshali, T. I. (2025). Teaching Graphic Communication and Techniques to senior phase Technology learners : A guide for teachers. International Journal of Education and Teaching Zone, 4(2). https://10.57092/ijetz.v4i2.390

Sinaga, P., & Setiawan, W. (2022). The impact of electronic interactive teaching materials (EITMs) in e-learning on junior high school students’ critical thinking skills. Thinking Skills and Creativity, 46, 101066. https://doi.org/10.1016/j.tsc.2022.101066

Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education, 60(2), 191-249. https://doi.org/10.1080/03057267.2023.2207148

Sukarelawan, Moh. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs stacking. In surya cahya.

Susilawati. S, Sistiana W, & Gina. (2023). Pengembangan e-module berbasis inkuiri terstruktur untuk melatih keterampilan argumentasi siswa smp/mts. Jurnal Pendidikan MIPA, 13(3), 563–572. https://doi.org/10.37630/jpm.v13i3.1107

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal Of Instruction, 14(2), 117–138. https://doi.org/10.29333/Iji.2021.1428a

Toma, R. B. (2022). Effect of confirmation and structured inquiry on attitudes toward school science. School Science and Mathematics, 122(1), 16-23. https://doi.org/10.1111/ssm.12505

Toma, R. B. (2022). Confirmation and structured inquiry teaching: Does it improve students’ achievement motivations in school science?. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 28-41 https://doi.org/10.1007/s42330-022-00197-3 4

Trianah, Y. (2021). Pengembangan LKPD kimia berbasis inkuiri materi kimia tanah untuk meningkatkan penguasaan konsep siswa smkn pertanian 2 tugumulyo. Jurnal Perspektif Pendidikan, 15(1), 81–90. https://doi.org/10.31540/jpp.v15i1.1342

Trisnani, E. E., Pembelajaran, C., Ibtidaiyah, M., & Aktif, P. (2024). Strategi pembelajaran inkuiri terhadap hasil belajar ips siswa madrasah ibtidaiyyah (MI). Jurnal Studi Pendidikan Dasar.. 2(66). https://doi.org/10.54180/jsped.v2i1.519

Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. Shyang. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal Of Stem Education, 9(1). https://doi.0rg/10.1186/S40594-022-00329-Z

Wu, J., Guo, R., Wang, Z., & Zeng, R. (2021). Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: effects on their problem-solving performance. Interactive Learning Environments, 29(3), 496-509. https://doi.org/10.1080/10494820.2019.1587469