Inquiry-Based Learning as an Instructional Strategy for Improving Scientific Reasoning among Grade 10 Students in a 3T School
Abstract
This study aims to examine the effectiveness of Inquiry-Based Learning (IBL) as an instructional strategy for improving the scientific reasoning of Grade X students at SMAN 02 Bunguran Timur Laut, a school located in a disadvantaged, frontier, and outermost (3T) region of Indonesia. The research employed a quasi-experimental approach using a pretest–posttest nonequivalent control group design involving two Grade X classes assigned as experimental and control groups. Data were collected through scientific reasoning tests, inquiry implementation observation sheets, student response questionnaires, and school-context documentation. The data were analyzed using descriptive statistics, normalized gain (N-Gain), inferential statistical tests, and effect-size analysis. The results indicate that the experimental group's mean scientific reasoning score increased from 61.20 on the pretest to 92.40 on the posttest, with an N-Gain of 0.80. In addition, improvements were observed across all scientific reasoning indicators, particularly hypothesis formulation, evidence interpretation, and evidence-based conclusion drawing. The findings suggest that structured inquiry activities effectively facilitate evidence-based reasoning despite limited educational resources. In conclusion, IBL provides a contextual and effective instructional strategy for strengthening students' scientific reasoning in 3T schools and can support broader implementation of inquiry-oriented physics instruction in resource-limited educational settings