Pembelajaran Berbasis Inquiry Learning Pada Materi Ekologi Untuk Meningkatkan Pemahaman Siswa Kelas VII: (Inquiry-Based Learning on Ecology Material to Improve Understanding of Grade VII Students)

Avrillia Putri, Yusi
Agustia Indrati, Dika

Biodik: Jurnal Ilmiah Pendidikan Biologi
Vol. 12 No. 02 (2026): June 2026

The purpose of this study was to identify the progress of seventh grade students' understanding of ecology material through the application of inquiry-based learning. This study used a quantitative approach with a pre-experimental method and a one-group pretest-posttest design. This study involved 31 seventh grade students from SMP Negeri 2 Tuban as research subjects, who were selected using purposive sampling. The research instrument was a concept comprehension test compiled based on the cognitive domains C2 (understanding), C3 (applying), and C4 (analyzing). Data were collected through pretest and posttest administration. Data were analyzed quantitatively using mean values and N-gain calculations. The results of the analysis showed that there was an increase in the mean of 24.32, indicating that there was an increase in students' conceptual understanding after the implementation of inquiry-based learning. The N-gain calculation obtained a mean value in the moderate category of 0.50. The results of the study showed that inquiry-based learning can help students understand ecological material Abstrak. Tujuan penelitian ini adalah mengidentifikasi kemajuan pemahaman siswa kelas VII terhadap materi ekologi melalui penerapan pembelajaran berbasis inquiry learning. Penelitian menggunakan pendekatan kuantitatif dengan metode Pre-Ekperimen dan desain one group pretest–posttest. Penelitian ini melibatkan siswa kelas VII D SMP Negeri 2 Tuban sebanyak 31 siswa sebagai subjek penelitian, yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian berupa tes pemahaman konsep yang disusun berdasarkan ranah kognitif C2 (memahami), C3 (menerapkan), dan C4 (menganalisis). Data dikumpulkan melalui pemberian pretest dan posttest. Data dianalisis dengan pendekatan kuantitatif menggunakan nilai mean dan perhitungan N-gain. Hasil analisis memperlihatkan bahwa terdapat peningkatan mean mencapai 24,32, hal tersebut mengindikasikan bahwa terjadi kenaikan pemahaman konsep siswa setelah pelaksanaan pembelajaran berbasis inquiry learning. Perhitungan N-gain memperoleh nilai mean dengan kategori sedang sebesar 0,50. Hasil penelitian menunjukkan bahwa pembelajaran berbasis pertanyaan dapat membantu siswa memahami materi ekologi.