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p-Index From 2021 - 2026
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All Journal TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL)
Tri Ariani
Physics Education Study Program, Universitas PGRI Silampari, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Guided Inquiry Based Teaching Module to Improve Students’ Learning Outcomes and Curiosity: A Literature Review Pioka Anggara; Tri Ariani
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2046

Abstract

Physics learning in schools often remains dominated by conventional, teacher-centered approaches, limiting students’ opportunities to explore concepts and develop curiosity. This condition contributes to low learning outcomes and weak conceptual understanding. This study aims to analyze how guided inquiry-based learning modules can improve students’ curiosity and learning outcomes. The method used was a literature review by examining 50 Sinta 2-5 indexed articles published between 2017 and 2025. Then, 10 of the most relevant articles were selected for in-depth analysis. The results of the study indicate that the steps of inquiry observing, asking, formulating hypotheses, exploring, and concluding consistently foster students’ curiosity and increase their engagement in the learning process. In addition, all articles reported significant improvements in learning outcomes, demonstrated by increases in grades, conceptual understanding, and moderate to high n-gain. In conclusion, inquiry-based learning modules are valid, practical, and highly effective teaching materials in improving students’ curiosity and learning outcomes.
Guided Inquiry Based Physics E-Module to Enhance Students’ Conceptual Understanding and Learning Attitudes: A Literature Review Edo Juniarsyah; Tri Ariani
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2047

Abstract

This study aims to review the quality of guided inquiry-based learning module development and its contribution to students’ scientific literacy, academic language use, and discourse-based conceptual understanding in Physics learning. The method employed was a literature review examining 50 articles on guided inquiry-based learning material development published between 2018 and 2025. From these, 10 of the most relevant articles were selected using the PRISMA procedure for in-depth analysis through content analysis techniques. The results indicate that various learning products, including modules, e-modules, worksheets, digital comics, and interactive learning media, achieved very valid and very practical categories based on evaluations by experts, teachers, and students. Furthermore, guided inquiry-based learning consistently supports the development of students’ conceptual understanding as reflected in their ability to interpret scientific texts, construct explanations, use scientific terminology appropriately, and engage in argumentation, as well as fostering positive learning attitudes manifested through increased engagement, collaborative communication, and reflective discourse during learning activities. In conclusion, guided inquiry-based learning modules are feasible for implementation and demonstrate strong potential in enhancing the quality of Physics learning, particularly in promoting students’ scientific literacy and language-mediated learning processes across various educational levels.
Co-Authors Edo Juniarsyah Pioka Anggara