IMPLEMENTATION OF THE INQUIRY LEARNING MODEL TO IMPROVE STUDENTS' MATHEMATICAL UNDERSTANDING AND SELF-CONCEPT AT SMAN 1 LHOKNGA

Nopia Santi; Rikimusriandi Rikimusriandi; Irma Aryani

doi:10.62567/micjo.v3i4.3408

Authors

Nopia Santi Universitas Abulyatama
Rikimusriandi Universitas Abulyatama
Irma Aryani Universitas Abulyatama

DOI:

https://doi.org/10.62567/micjo.v3i4.3408

Keywords:

Inquiry Learning, Mathematical Understanding, Self-Concept, Mathematics Learning

Abstract

This study aimed to determine the improvement of students’ mathematical understanding and self-concept through the implementation of the Inquiry Learning model and to examine the differences in mathematical understanding and self-concept between students who received Inquiry Learning and those who received conventional learning at SMAN 1 Lhoknga. This study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 50 students divided into an experimental class and a control class. The research instruments were a mathematical understanding test and a self-concept questionnaire. The data were analyzed using N-Gain, normality, homogeneity, and t-tests. The results showed that the improvement in mathematical understanding in the experimental class was higher than that in the control class, with mean N-Gain scores of 0.80 and 0.52, respectively. The t-test results indicated a significant difference between the two classes, with a significance value of 0.001 < 0.05. The implementation of Inquiry Learning also showed a positive development in students’ self-concept. Therefore, Inquiry Learning can be used as an alternative instructional model to improve students’ mathematical understanding and self-concept.

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