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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for "the effect of the inspire learning model on students" : 1 Documents clear
The Effect of the INSPIRE Learning Model on Students' Mastery of Environmental Change Material Nurul Faizah; Paidi Paidi; Mualimin Mualimin; Atik Kurniawati; Kurnia Padmawati; Shynthya Ratu Shyma; Crescentia Mishi Juniorita Ngangi
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp1102-1115

Abstract

This study aims to examine the effectiveness of the INSPIRE learning model in improving students’ mastery of environmental change material. The study is motivated by the persistent issue of low student learning outcomes and limited active engagement resulting from the dominance of teacher-centered instructional approaches. The INSPIRE model integrates inquiry-based learning and deep learning principles to promote conceptual understanding and meaningful learning processes. This research employed a quasi-experimental design with a pretest–posttest control group. The participants were two groups of 10th-grade students at SMAN 1 Piyungan, Yogyakarta, for a total of 36 students. The experimental group was taught using the INSPIRE model, while the control group received conventional instruction. Data were collected using a material mastery test and analyzed with an independent-samples t-test at a significance level of 0.05. The results showed a statistically significant difference between the two groups, with the experimental group achieving a higher mean posttest score (93.17) compared to the control group (62.85) (p < 0.001). These findings indicate that the INSPIRE learning model is associated with higher student mastery of environmental change material compared to conventional methods. Theoretically, the INSPIRE model is grounded in constructivist, social cognitive, and humanistic learning theories, which emphasize active learning, collaborative inquiry, and student engagement. The findings suggest that integrating inquiry-based and deep learning approaches can support improved conceptual understanding and overall learning outcomes. However, the results should be interpreted with caution, given the quasi-experimental design and the limited number of cognitive test items. Therefore, the INSPIRE learning model may serve as an alternative instructional strategy for enhancing biology learning and supporting the development of 21st-century competencies. Keywords: INSPIRE learning model, inquiry-based learning, deep learning, environmental change.

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