Implementation of Guided Inquiry Integrated With Student Worksheets on Animal Tissue: An Analysis of Grade XI Students' Conceptual Mastery
Authors
Utami Ardana , Any Fatmawati , Taufik SamsuriPublished:
2026-09-14Issue:
Vol. 2 No. 1 (2026): AugustKeywords:
guided inquiry, student worksheets, conceptual mastery, animal tissue.Articles
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Abstract
This study aimed to analyze changes in Grade XI students' conceptual mastery after the implementation of guided inquiry integrated with Student Worksheets (LKPD) on animal tissue and to compare learning outcomes between groups. A quasi-experimental method with a nonequivalent control group pretest-posttest design was employed, involving 48 students: 24 in the experimental group and 24 in the control group. Conceptual mastery was assessed using seven essay questions covering cognitive levels C1-C4. The experimental group's mean score changed from 73 on the pretest to 74 on the posttest, whereas the control group's mean remained at 68. In the experimental group, achievement in understanding (C2) and applying (C3) increased by 8 percentage points each, C1 remained unchanged, and C4 decreased by 3 percentage points. The Mann-Whitney U test indicated a between-group difference in learning outcomes (U = 158.500; Z = -2.765; p = 0.006), with an effect size of r ≈ 0.40. Because the groups were not randomized and their pretest means differed, the result was interpreted cautiously as a between-group difference associated with the instructional implementation rather than as causal evidence that fully controlled for initial ability. Descriptively, the most apparent improvements occurred in understanding and applying, whereas analyzing appeared to require more structured scaffolding.
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