The Effect Of The Inquiry-Based Learning Model And Learning Motivation On The Learning Outcomes Of Grade 11 High School Students

Abstract

Aims. This study investigated the effects of inquiry-based learning models and learning motivation on Grade 11 students’ Biology learning outcomes, with particular emphasis on the interaction between instructional models and students’ motivation levels. Methods. The study employed a quantitative quasi-experimental approach using a 2 × 2 factorial, posttest-only design. The participants comprised 60 Grade 11 students at SMA Negeri 1 Gedung Aji during the second semester of the 2025/2026 academic year, selected through total sampling. Students were assigned to two existing classes implementing open inquiry and guided inquiry learning models. Data were collected using a learning outcomes test and a learning motivation questionnaire, both of which underwent validity and reliability testing. Data were analyzed using two-way analysis of variance (ANOVA), followed by Tukey’s test for further comparisons. Result. The results demonstrated that the inquiry-based learning model significantly affected students’ learning outcomes (F = 25.447, p < 0.001), while learning motivation also had a significant effect (F = 155.321, p < 0.001). A significant interaction between the inquiry-based learning model and learning motivation was identified (F = 120.541, p < 0.001), indicating that the instructional model's effectiveness depended on students’ motivation levels. Conclusion. Students with high learning motivation achieved significantly better outcomes through open inquiry than through guided inquiry, whereas students with low learning motivation achieved better outcomes through guided inquiry. Implementation. These findings highlight the importance of aligning the degree of inquiry-based instructional guidance with students’ motivational characteristics to optimize Biology learning outcomes.