The Effect of a Guided Inquiry Learning Model Integrated with the Jelajah Alam Sekitar Approach on the Cognitive Abilities and Communication Skills of Grade VII Students at Junior High School
Abstract
Science learning in rural schools with limited laboratory facilities requires contextual experiences that develop students’ cognitive abilities and communication skills simultaneously. This study aimed to determine the effect of the guided inquiry learning model integrated with the Jelajah Alam Sekitar (JAS) approach on the cognitive abilities and the oral and written communication skills of seventh-grade students at SMPN 48 Tanjung Jabung Barat. A quantitative pre-experimental method with a one-group pretest–posttest design was used. The sample consisted of 23 students selected through total sampling. The instruments were a 15-item multiple-choice test of cognitive ability (levels C3–C6), an eight-item essay test of written communication, and observation sheets for oral communication and student worksheets; all instruments had been validated by experts and tested empirically. The data were analyzed using the paired-samples t-test and Cohen’s d. The mean cognitive score increased from 46 to 64 (39.5%), the mean oral communication score from 47 to 72 (53%), and the mean written communication score from 45 to 70 (55.5%). Statistically significant pre–post improvements were observed in cognitive ability (p < 0.001; d = 1.03, large) and in oral and written communication skills (p < 0.001; d = 2.77 and 2.78, respectively; both large). These findings indicate that guided inquiry integrated with JAS provides meaningful opportunities for students to explore their surroundings, build scientific knowledge, and communicate their findings. Therefore, this model can be considered a contextual learning alternative to support cognitive abilities and communication skills in junior high school science learning.
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