The Effectiveness of Flipped Guided Inquiry Learning (FGIL) System Using Discord on Basic Chemistry Law Material Towards Student Learning Outcomes
DOI:
https://doi.org/10.33394/hjkk.v14i5.21889Keywords:
Flipped Guided Inquiry Learning, Discord, Basic Laws of Chemistry, Learning OutcomesAbstract
Limited classroom learning time limits students' opportunities to deepen concepts through discussions, and interviews at SMA Negeri 8 Padang indicate that learning is still dominated by lecture methods, resulting in low student learning outcomes and a blended learning system that optimizes the learning process both inside and outside the classroom is needed. This study aims to analyze the effectiveness of the Flipped Guided Inquiry Learning (FGIL) learning system using the Discord application on student learning outcomes in the basic laws of chemistry. This study used a quasi-experimental method with a pretest–posttest non-equivalent control group design. The research sample was selected using a purposive sampling technique with 32 students each in the experimental and control classes. The instrument used was 20 multiple-choice questions that had been tested for validity, practicality, difficulty index, and discrimination index. Data were obtained through pretest–posttest and analyzed using N-gain, Shapiro–Wilk test, homogeneity test, and Welch's t-test. The results showed that the average N-gain of the experimental class was 0.718 (high category), while the control class was 0.338 (medium category). The results of the Welch's t-test showed a significant difference in learning outcomes between the two classes (t = 10.89; df = 49.75; α = 0.05; p < 0.001). In this study, the Flipped Guided Inquiry Learning (FGIL)-based learning system using the Discord application was declared effective because the N-gain value of the experimental class was higher than that of the control class and there was a greater difference in cognitive learning outcomes compared to students in conventional classes.
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