The Effect of a Guided Inquiry Learning Model Assisted by a Virtual Laboratory on Students' Cognitive Learning Outcomes

Wulandari; Saidil Mursali; Septiana Dwi Utami; Sri Nopita Primawati

doi:10.63757/jptk.v3i2.143

The Effect of a Guided Inquiry Learning Model Assisted by a Virtual Laboratory on Students' Cognitive Learning Outcomes

Authors

Wulandari , Saidil Mursali , Septiana Dwi Utami , Sri Nopita Primawati

DOI:

10.63757/jptk.v3i2.143

Published:

2025-10-31

Issue:

Vol. 3 No. 2 (2025): October 2025

Keywords:

guided inquiry, Virtual laboratory, PhET, Cognitive learning outcomes

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How to Cite

Wulandari, Mursali, S., Utami, S. D., & Primawati, S. N. (2025). The Effect of a Guided Inquiry Learning Model Assisted by a Virtual Laboratory on Students’ Cognitive Learning Outcomes . DIDAKTIKA : Jurnal Penelitian Tindakan Kelas, 3(2), 66–75. https://doi.org/10.63757/jptk.v3i2.143

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Abstract

This study aimed to investigate the impact of a guided inquiry learning model supplemented by a virtual laboratory on students' cognitive learning outcomes. The study was motivated by low cognitive achievement and limited laboratory facilities in schools. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design. The sample comprised two Grade X classes at SMA Negeri 2 Labuapi, selected through cluster random sampling. Research instruments included a cognitive learning outcomes test and an observation sheet related to cognitive learning outcomes. Data were analyzed using the normalized gain (N-Gain) test and ANCOVA. The results showed that the N-Gain of the experimental class (0.50) was higher than that of the control class (0.36), and the ANCOVA produced a significance value of 0.000 (< 0.05), indicating a significant effect of the learning model on improving cognitive learning outcomes. These findings suggest that guided Inquiry assisted by a virtual laboratory is more effective than conventional instruction in developing cognitive outcomes, including the ability to analyze information, construct arguments, and draw logical conclusions. This model is relevant for 21st-century science learning, especially in schools with limited laboratory facilities.

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