Improving Learning Outcomes through Inquiry-Based Instruction in Fish Circulatory-System Lessons: Classroom Action Research in Indonesian Vocational Education
Year: 2024
Type: article
Abstract: This classroom action research investigated changes in student learning outcomes during inquiry-based instruction in a vocational aquaculture class. The study involved 14 Grade X students (eight male and six female) at SMK Negeri 1 Paguyaman Pantai, Indonesia, in the second semester of 2017/2018. Two action-research cycles combined inquiry-oriented lessons, observation, reflection, and achievement testing on fish circulatory-system content. The reported mean post-test score increased from 57.54 in Cycle I to 69.38 in Cycle II (11.84 points based on the displayed means). The original frequency table records mastery by six of 14 students (42.86%) in Cycle I and 13 of 14 (92.86%) in Cycle II, an increase of 50.00 percentage points. Reported inquiry implementation increased from 73.27% to 90.07%. These descriptive within-class improvements suggest that a more structured inquiry sequence was associated with better learning outcomes. However, inconsistencies in the original narrative mastery percentage, lack of a comparison group, and limited assessment information constrain causal interpretation. The findings support guided inquiry as a practical classroom improvement strategy requiring further validation.
Source: Jurnal Guru Dikmen dan Diksus
DOI: 10.47239/tx6h2w33
Author: Destalino
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225776281