<![CDATA[This study examined the effect of technology-integrated inquiry-based learning on science learning outcomes of junior secondary students. A quantitative approach with a quasi-experimental pretest-posttest non-equivalent control group design was employed. The sample comprised 62 eighth-grade students from SMP Negeri 9 Banda Aceh, assigned to experimental (n = 31) and control (n = 31) groups. The experimental group participated in inquiry-based learning supported by digital simulations and virtual laboratories, while the control group followed conventional lecture-based instruction. The intervention was conducted over four weeks (eight meetings, each 2 × 40 minutes). A validated science achievement test (20 multiple-choice items, KR-20 = 0.82) was administeredas pretest and posttest. Data were analyzed using independent samples t-test with JASP 0.95.4.0. Results showed that the experimental group (M = 71.61, SD = 7.84) significantly outperformed the control group (M = 61.94, SD = 10.12) on the posttest, t(60) = 3.94, p < 0.001, Cohen's d = 0.98. The experimental group also demonstrated higher normalized gain (g = 0.28) compared to the control group (g = 0.06). These findings indicate that technology-integrated inquiry-based learning is effective in improving students' science learning outcomes. The implications suggest that this approach can serve as an innovative strategy for science instruction in junior secondary schools.]]>
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