Pengaruh Model Pembelajaran Inquiry Terbimbing terhadap Hasil Belajar Siswa Kelas X LAS pada Mata Pelajaran Dasar-Dasar Teknik Pengelasan dan Fabrikasi Logam di SMK Negeri 1 Sumbar Effect of the Guided Inquiry Learning Model on the Learning Outcomes of Grade X LAS Students in the Fundamentals of Welding Engineering and Metal Fabrication Subject at SMK Negeri 1 Sumbar
Article Sidebar
Page Numbers:
1925-1941
Digital Object Identifier:
10.58578/masaliq.v6i4.11185
Viewed: 0 times
Downloaded: 0 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Muthmainnah Muthmainnah1*, Bulkia Rahim2, Jasman Jasman3, Eko Indrawan4 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The low learning outcomes of Grade X Welding Engineering students in the Fundamentals of Welding Engineering and Metal Fabrication course at SMK Negeri 1 Sumbar were influenced by a learning process that remained dominated by the lecture method, resulting in students being less active and motivated to participate in learning. This study aimed to describe the implementation of the guided inquiry learning model and analyze its effect on students’ learning outcomes. The study employed an experimental method with a one-group pretest–posttest design. The research sample included all 35 Grade X LAS students at SMK Negeri 1 Sumbar. Data were collected using a learning achievement test that had been assessed for validity, reliability, difficulty level, and discriminating power. The data were analyzed through normality and homogeneity tests, followed by hypothesis testing using a paired-samples t-test. The results showed that the mean posttest score was 83.86, which was higher than the mean pretest score of 61.20. The hypothesis test yielded a significance value of 0.000 < 0.05; therefore, H₀ was rejected and Hₐ was accepted at a significance level of α = 0.05. These findings indicated a significant difference in learning outcomes before and after the implementation of the guided inquiry learning model. Thus, the guided inquiry learning model had a significant effect on the learning outcomes of Grade X LAS students in the Fundamentals of Welding Engineering and Metal Fabrication course at SMK Negeri 1 Sumbar. The implementation of this model can serve as an alternative learning approach that promotes student activeness and improves learning achievement in vocational education.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Allawiyah, I. K., Karmawan, & Haromaini, A. (2021). Studi Komparasi Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam Masa Pandemi COVID-19 di SMK Al-Gina Kabupaten Tangerang dan SMK Binusta Kota Tangerang. Literasi: Jurnal Ilmu Pendidikan, 12(2), 100–106. https://doi.org/10.21927/literasi.2021.12(2).100-106
Apriliani, N. M. P. D., Wibawa, I. M. C., & Rati, N. W. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar IPA. Jurnal Penelitian dan Pengembangan Pendidikan, 3(2), 122–129. https://doi.org/10.23887/jppp.v3i2.17390
Arends, R. I. (2021). Learning to teach (11th ed.). McGraw-Hill Education.
Arikunto, S. (2017). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
Asni, A., Wildan, W., & Hadisaputra, S. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar Kimia Siswa Materi Pokok Hidrokarbon. Chemistry Education Practice, 3(1), 17–22. https://doi.org/10.29303/cep.v3i1.1450
Banda, Y. M., Ma, S. H. G., & Tola, D. (2020). Kontribusi Pemanfaatan Media Pembelajaran dan Kompetensi Profesional Guru terhadap Prestasi Belajar Siswa. Jurnal Ilmiah Pendidikan dan Pembelajaran, 4(3), 586–594. https://doi.org/10.23887/jipp.v4i3.28564
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Ester, K., Tampombebu, O. I., Mauru, L., Batseran, H., & Tambayong, J. (2023). Penerapan Model Pembelajaran Inkuiri (Inquiry Learning) untuk Meningkatkan Hasil Belajar Siswa di SD GMIM VI Tomohon. Jurnal Ilmiah Wahana Pendidikan, 9(20), 974–980. https://doi.org/10.5281/zenodo.10421057
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications.
Ghozali, I. (2021). Aplikasi Analisis Multivariate dengan Program IBM SPSS 26 (10th ed.). Badan Penerbit Universitas Diponegoro.
Joyce, B. R., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Pearson Education.
Lestari, E. (2022). Peningkatan Keaktifan dan Hasil Belajar Siswa melalui Penerapan Model Discovery-Inquiry Learning pada Mata Pelajaran PPKn Materi Pelanggaran HAM Kelas XI APHP 4 SMKN 1 Cangkringan. Educational: Jurnal Inovasi Pendidikan & Pengajaran, 2(1), 78–88. https://doi.org/10.51878/educational.v2i1.1013
Milik, V. A. S., Buku, M. N. I., & Djalo, A. (2024). Pengaruh Model Inquiry terhadap Hasil Belajar Peserta Didik Kelas XI pada Materi Sistem Sirkulasi di SMAN 2 Kupang. JBIOEDRA: Jurnal Pendidikan Biologi, 2(1), 274–283. https://journal.unwira.ac.id/index.php/JBIOEDRA/article/view/3006
Nurhani, N., Tureni, D., & Paluin, Y. K. (2016). Penerapan Metode Inquiry dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPA di Kelas IV SDN 3 Siwalempu. Jurnal Kreatif Tadulako Online, 4(2), 90–105.
Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2020). Educational psychology: Developing learners (10th ed.). Pearson Education.
Prigantini, R. D., & Abdullah, K. (2022). Perubahan Perilaku Belajar dan Psikologis Siswa saat Pembelajaran Daring selama Masa Pandemi COVID-19. Jurnal Cakrawala Pendas, 8(4), 986–1001. https://doi.org/10.31949/jcp.v8i4.2755
Prijanto, J. H., & de Kock, F. (2021). Peran Guru dalam Upaya Meningkatkan Keaktifan Siswa dengan Menerapkan Metode Tanya Jawab pada Pembelajaran Online. Scholaria: Jurnal Pendidikan dan Kebudayaan, 11(3), 238–251. https://ejournal.uksw.edu/scholaria/article/view/4318
Rahmadhani, N., Yul, F. A., & Hermawansa. (2024). Pengaruh Model Pembelajaran Inquiry Terbimbing terhadap Hasil Belajar Siswa Kelas X SMKN 5 Kota Bengkulu. Computer and Informatics Education Review, 6(2), 43–50. https://jurnal.unived.ac.id/index.php/cier/article/view/7100
Sarumaha, M., & Harefa, D. (2023). Model Pembelajaran Inquiry Terbimbing terhadap Hasil Belajar IPA Terpadu Siswa. Ndrumi: Jurnal Ilmu Pendidikan dan Humaniora, 5(1), 27–36. https://doi.org/10.57094/ndrumi.v5i1.517
Sayani, E., & Sutiani, A. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Pertanyaan Kritis terhadap Hasil Belajar Siswa Materi Laju Reaksi. Jurnal Inovasi Pembelajaran Kimia, 2(2), 97–103. https://doi.org/10.24114/jipk.v2i2.19742
Slameto. (2015). Belajar dan Faktor-Faktor yang Mempengaruhinya. Rineka Cipta.
Slavin, R. E. (2020). Educational psychology: Theory and practice (13th ed.). Pearson.
Sugiyono. (2020). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Syakuro, A. A., Astuti, C. C., & Wiguna, A. (2024). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar Siswa pada Mata Pelajaran Informatika di SMK. Jurnal Ilmiah Edutic: Pendidikan dan Informatika, 11(1), 41–52. https://doi.org/10.21107/edutic.v11i1.25999
Usmadi, U. (2020). Pengujian Persyaratan Analisis (Uji Homogenitas dan Uji Normalitas). Inovasi Pendidikan, 7(1), 50–62. https://doi.org/10.31869/ip.v7i1.2281