Articles
DOI DOI: 10.62441/actainnovations.v63i.1279

THE EFFECT OF INQUIRY-BASED LEARNING ON SCIENTIFIC CREATIVITY IN JUNIOR HIGH SCHOOL NATURAL SCIENCE EDUCATION

Muktar Bahruddin Panjaitan 1, Asister Fernando Siagian 2, Natalina Purba 3, Hendra Simanjuntak 4, Endang Fatmawati 5, Herman Herman 6
  1. 1 Department of Natural Science, Universitas HKBP Nommensen Pematangsiantar, Indonesia.
  2. 2 Department of Natural Science, Universitas HKBP Nommensen Pematangsiantar, Indonesia.
  3. 3 Department of Elementary School Teacher Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia.
  4. 4 Department of Chemistry Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia.
  5. 5 Program Study of Information and Public Relations, Universitas Diponegoro, Indonesia.
  6. 6 Department of English Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia.

Abstract

The study regarding the Effect of Inquiry Based Learning Model (IBLM) to Improve Scientific Creativity in learning Natural Science at Junior High School Students has been implemented based on consideration to expand the research results regarding the scientific creativity of junior high school students in 8th grade Natural Sciences, especially on the subject of natural science, can be trained using the Inquiry-based Learning scientific approach. This study used a mixed method of Quantitative and Qualitative research. The population of this experimental research was the entire 8th grade SMP Methodist Pematangsiantar with a sample of the 8th grade students. This inquiry-based learning model is very influential in improving the scientific creativity of 8th-grade students in Natural Sciences in terms of two variables: fluency and understanding the role of the subject. The N-Gain calculation results- showed a correlation coefficient of r = 0.619 for students' creative abilities in natural science subjects. This indicates that the N-Gain for students who have utilized the IBL model falls into the strong category, whereas the N-Gain for students' creativity who have not used the IBL model is categorized as very weak. The influence of the inquiry-based learning model on student creativity was further supported by the calculated significance value of 0.032. The data analysis results from the hypothesis research showed a significance of 0.032, which is greater than 0.025, thus confirming the research hypothesis. It is essential for teachers to adapt the model to incorporate inquiry-based learning to improve learning effectiveness.

How to Cite

Panjaitan , M. B., Siagian , A. F., Purba , N., Simanjuntak , H., Fatmawati , E., & Herman , H. (2026). THE EFFECT OF INQUIRY-BASED LEARNING ON SCIENTIFIC CREATIVITY IN JUNIOR HIGH SCHOOL NATURAL SCIENCE EDUCATION. ACTA INNOVATIONS, 63, 1024–1031. https://doi.org/10.62441/actainnovations.v63i.1279
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