The Effect of Inquiry-Based Learning Models on Student Learning Outcomes at SMKN 7, Bengkulu City

Abstract

This study aimed to examine the effect of implementing an inquiry-based learning model on students’ learning outcomes in the ICT subject for Grade X Hospitality students at SMK Negeri 7 Kota Bengkulu. The research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research population consisted of all Grade X Hospitality students, with a sample of 50 students evenly divided into two groups: class Ph 3 as the control group (25 students) and class Ph 5 as the experimental group (25 students). The experimental group received instruction using the inquiry-based learning model, while the control group was taught using conventional learning methods. Data on learning outcomes were collected using test instruments in the form of pretests and posttests. Prior to implementation, the instruments were tested and found to be valid (15 essay items met the criterion of r_calculated > r_table = 0.413) and reliable, with a Cronbach’s Alpha value of 0.816. The learning outcome data also met the prerequisite tests for analysis, showing a normal distribution based on the Shapiro–Wilk test (p > 0.05) and homogeneity based on Levene’s Test (significance value of 0.481 > 0.05). The final data analysis technique used to test the hypothesis was the Paired Samples t-Test with the assistance of SPSS version 25. The results of the descriptive statistical analysis indicated an improvement in learning outcomes in both classes. In the control class, the students’ mean score increased from 46.00 (pretest) to 74.20 (posttest). Meanwhile, in the experimental class, the increase in the mean score was higher, rising from 53.00 (pretest) to 83.12 (posttest). Based on the hypothesis testing using the Paired Samples t-Test, the calculated t-value (−11.007) was greater than the t-table value (−7.687) at a 5% significance level (α = 0.05), with a significance value (Sig. 2-tailed) of 0.000 (< 0.05). These results indicate that H₀ was rejected and Hₐ was accepted. This success is supported by the characteristics of the inquiry-based learning model, which shifts the learning focus to a student-centered approach, thereby encouraging students to think critically, actively solve problems, and independently construct their knowledge. In conclusion, this study demonstrates that the implementation of an inquiry-based learning model has a significant effect on improving students’ learning outcomes in the ICT subject at SMK Negeri 7 Kota Bengkulu.