The Effectiveness of a Guided Inquiry Learning System Integrated with a Flipped Classroom Approach Using Discord on Student Learning Outcomes Regarding Salt Hydrolysis

Authors

  • Musfirah Handayani Department of Chemistry, Faculty of Mathemathics Sciences, Universitas Negeri Padang, Jl.Prof.Dr.Hamka Air Tawar Barat, Padang, Indonesia
  • Mawardi Mawardi Department of Chemistry, Faculty of Mathemathics Sciences, Universitas Negeri Padang, Jl.Prof.Dr.Hamka Air Tawar Barat, Padang, Indonesia
  • Faizah Qurrata Aini Department of Chemistry, Faculty of Mathemathics Sciences, Universitas Negeri Padang, Jl.Prof.Dr.Hamka Air Tawar Barat, Padang, Indonesia
  • Bali Yana Fitri Department of Chemistry, Faculty of Mathemathics Sciences, Universitas Negeri Padang, Jl.Prof.Dr.Hamka Air Tawar Barat, Padang, Indonesia

DOI:

https://doi.org/10.33394/hjkk.v14i5.21761

Keywords:

Flipped Guided Inquiry Learning, Discord, Learning Outcomes, Salt Hydrolysis

Abstract

This study examined the effectiveness of the Flipped Guided Inquiry Learning (FGIL) system, using Discord, in improving students’ learning outcomes on the topic of salt hydrolysis. The study was conducted at SMAN 2 Padang (Phase F high school) using a pretest-posttest quasi-experimental design, with a control class receiving conventional instruction and an experimental class receiving the FGIL learning system. The study involved 35 students in the experimental class and 40 students in the control class, selected through purposive sampling. Data were collected using achievement tests, and the results were analyzed using N-Gain, normality and homogeneity tests, and the Mann–Whitney test. The experimental group achieved an average N-Gain score of 0.744 (high), while the control group achieved 0.306 (moderate). The Mann–Whitney test revealed a statistically significant difference in student achievement between the two groups (p = 2.6 × 10⁻¹⁰). The findings of this study indicate that implementing the Flipped Guided Inquiry Learning (FGIL) system via Discord is more effective than conventional learning in improving students’ learning outcomes on salt hydrolysis.

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Published

2026-10-31

How to Cite

Handayani, M., Mawardi, M., Aini, F. Q., & Fitri, B. Y. (2026). The Effectiveness of a Guided Inquiry Learning System Integrated with a Flipped Classroom Approach Using Discord on Student Learning Outcomes Regarding Salt Hydrolysis. Hydrogen: Jurnal Kependidikan Kimia, 14(5). https://doi.org/10.33394/hjkk.v14i5.21761

Issue

Vol. 14 No. 5 (2026): October 2026

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Articles

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