The Effect of the Guided Inquiry Model on Improving Students’ Learning Outcomes in Islamic Religious Education

Abstract

Background

Islamic Religious Education at junior high school shapes students’ character, yet learning remains dominated by conventional lectures, causing low understanding and achievement. Junior High School 2 Legok shows students fail mastery criteria. Guided Inquiry promotes learning through exploration and experience.

Purpose

This study was conducted to determine the effect of the Guided Inquiry model on students’ learning outcomes in Islamic Religious Education at State Junior High School 2 Legok.

Research Methodology

This study used quantitative research with a correlational approach. Data were collected using questionnaires and analyzed through validity, reliability, and data normality tests. Hypothesis testing employed analysis of variance and t tests to determine relationships between variables accurately and objectively.

Result

The study examined the effect of the Guided Inquiry model on Islamic Religious Education learning outcomes at Junior High School 02 Legok with 77 students. Simple regression showed Fcount 22.284 exceeded Ftable 3.12, significance 0.000. The model influenced outcomes by 39.2 percent, while 60.8 percent was affected by other variables.

Conclusion

The Guided Inquiry model has a significant effect on improving students’ learning outcomes in Islamic Religious Education, as statistically proven, and is therefore appropriate to enhance instructional quality and academic achievement.