Penerapan Model Pembelajaran Inkuiri Terstruktur Terhadap Peningkatan Motivasi dan Hasil Belajar Siswa pada Materi Interaksi Antara Makhluk Hidup dengan Lingkungannya

The Implementation of Structured Inquiry Learning Model to Improve Students’ Motivation and Learning Outcomes on the Topic of Interaction Between Living Organisms and Their Environment

Penelitian ini bertujuan untuk mengkaji efektivitas model pembelajaran inkuiri terstruktur dalam meningkatkan hasil belajar siswa pada aspek pengetahuan dan keterampilan serta motivasi belajar siswa, dengan metode pre – eksperimen  yang dirancang menggunakan model one – group pretest – posttest design. Pengukuran pengetahuan dilakukan melalui pretest dan posttest berbentuk soal uraian yang setara dan telah divalidasi. Hasil analisis menunjukkan data tidak berdistribusi normal, sehingga digunakan uji Wilcoxon yang menunjukkan peningkatan signifikan (sig. < 0,000). Rata-rata nilai meningkat dari 57,86 menjadi 83,78 dengan N-Gain 0,61 (kategori sedang). Sebanyak 40% siswa mengalami peningkatan kategori tinggi dan 60% siswa dalam kategori sedang. Aspek keterampilan diamati melalui LKPD, dengan seluruh kelompok mencapai kategori sangat baik, meskipun masih ditemukan kendala dalam presentasi lisan. Peningkatan motivasi belajar siswa yang diukur menggunakan model ARCS menunjukkan hasil positif: Attention (83,67%), Relevance (83%), Confidence (76,17%), dan Satisfaction (83%). Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran inkuiri terstruktur efektif dalam meningkatkan hasil belajar serta motivasi belajar siswa.

This study aims to examine the effectiveness of the structured inquiry learning model in improving students’ learning outcomes in terms of knowledge, skills, and learning motivation. The research employed a pre-experimental method using a one-group pretest-posttest design. Knowledge was assessed through equivalent and validated essay-type pretests and posttests. The data analysis showed a non-normal distribution; therefore, the Wilcoxon test was used and indicated a significant improvement (sig. < 0.000). The average score increased from 57.86 to 83.78, with an N-Gain of 0.61, categorized as moderate. Forty percent of students experienced a high level of improvement, while sixty percent showed a moderate level. Skill aspects were observed through student worksheets (LKPD), with all groups achieving a “very good” category, although some challenges remained in oral presentations. The increase in learning motivation, measured using the ARCS model, showed positive results in all components: Attention (83.67%), Relevance (83%), Confidence (76.17%), and Satisfaction (83%). Based on these findings, it can be concluded that the structured inquiry learning model is effective in enhancing both students' learning outcomes and motivation.

Keywords: Structured Inquiry, Learning Outcomes, Learning Motivation, ARCS Model, Interaction between Living Things and the Environment.