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All Journal Electronic Journal of Education, Social Economics and Technology
Isna Rezkia Lukman
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

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The Effect of Contextual Teaching and Learning (CTL) Assisted by Audiovisual Media on Students’ Cognitive Achievement and Learning Interest in Colloid Topics Mutiara Mutiara; Isna Rezkia Lukman; Ucia Mahya Dewi; Ayu Rahmi; Fakhrah Fakhrah
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1341

Abstract

This study investigated the effect of the Contextual Teaching and Learning (CTL) instructional model supported by audiovisual media on students’ cognitive achievement and learning interest in the colloid topic at SMA Negeri 1 Syamtalira during the 2024/2025 academic year. A quantitative approach employing a quasi-experimental method with a non-equivalent control group design was adopted. The participants were selected through purposive sampling, consisting of 29 students from class XI IPAS 8 as the experimental group and 30 students from class XI IPAS 7 as the control group. Data were collected using a cognitive achievement test and a learning interest questionnaire. Statistical analysis was conducted using an independent samples t-test. The findings revealed that students taught using the CTL model integrated with audiovisual media demonstrated significantly higher cognitive achievement and learning interest than those taught using the Discovery Learning model. The experimental group achieved a higher mean posttest score (79.31) compared to the control group (63.78). In addition, the average learning interest score of the experimental group reached 84% (very high category), while the control group obtained 78% (high category). The t-test results showed a Sig. (2-tailed) value of 0.000 ( 0.05), indicating a statistically significant effect of the CTL model supported by audiovisual media on students’ cognitive achievement and learning interest in colloid learning.
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 Fakhrah Fakhrah Mawardaniati Mawardaniati Mutiara Mutiara Ratna Unaida Riska Imanda Ucia Mahya Dewi