Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Electronic Journal of Education, Social Economics and Technology
Mawardaniati Mawardaniati
Faculty of Teachers Training and Education, Universitas Malikussaleh, Aceh Utara, 24351
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Impact of Guided Inquiry Learning on Students' Conceptual Understanding of Colloid System Mawardaniati Mawardaniati; Isna Rezkia Lukman; Ratna Unaida; Ayu Rahmi; Riska Imanda
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1513

Abstract

Mastering 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.
Co-Authors Ayu Rahmi Isna Rezkia Lukman Ratna Unaida Riska Imanda