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STEM-Based Guided Inquiry in Colloid Practicums and Its Influence on Students' Concept Mastery

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 2 (2025)

DOI
10.15294/jpii.v14i2.23967
ISSN
2089-4392, 2339-1286
Published
2025-06-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

The rapid development of science and technology in the 21st century necessitates an educational approach that fosters students' critical thinking, problem-solving, and conceptual mastery skills, particularly in complex topics such as colloids. This study aims to examine the effectiveness of applying a STEM-based guided inquiry approach in colloid practicums on improving students' conceptual mastery. The research design used was a quasi-experimental pretest-posttest control group study involving 34 second-semester students in the Chemistry Education Program at UIN Ar-Raniry. The research instruments consisted of a two-level multiple-choice concept mastery test and a STEM learning effectiveness questionnaire. The study was conducted over six weeks through several colloid laboratory sessions. Statistical analysis using ANCOVA (p < 0.005) showed a significant difference in posttest scores between the experimental and control groups. The high effect size (Cohen's d = 0.8) indicates that this approach has a significant impact on student learning outcomes, particularly in developing higher-order thinking skills at levels C4 to C6. This study indicates that integrating a contextual, student-centered STEM-based learning model into chemistry laboratory sessions can enhance conceptual understanding and 21st-century skills. However, limitations such as a small sample size, research location restricted to a single institution, and relatively short treatment duration should be considered when generalizing the study's findings. Further research with a longitudinal design and a broader sample scope is highly recommended.

Keywords

Collaboration network of the authors

5 authors · 10 co-authorship links · 7 across different organisations

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  • Universitas Syiah Kuala
  • National University of Malaysia
  • Samudra University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">STEM-Based Guided Inquiry in Colloid Practicums and Its Influence on Students' Concept Mastery</dc:title>
	<dc:creator xml:lang="en">Sulastri, Sulastri</dc:creator>
	<dc:creator xml:lang="en">Mohamad Sattar Rasul</dc:creator>
	<dc:creator xml:lang="en">Juliana</dc:creator>
	<dc:creator xml:lang="en">Syahrial</dc:creator>
	<dc:creator xml:lang="en">Ismi Zatya</dc:creator>
	<dc:subject xml:lang="en">STEM, Guided Inquiry, Colloid, Chemistry Education</dc:subject>
	<dc:description xml:lang="en">The rapid development of science and technology in the 21st century necessitates an educational approach that fosters students' critical thinking, problem-solving, and conceptual mastery skills, particularly in complex topics such as colloids. This study aims to examine the effectiveness of applying a STEM-based guided inquiry approach in colloid practicums on improving students' conceptual mastery. The research design used was a quasi-experimental pretest-posttest control group study involving 34 second-semester students in the Chemistry Education Program at UIN Ar-Raniry. The research instruments consisted of a two-level multiple-choice concept mastery test and a STEM learning effectiveness questionnaire. The study was conducted over six weeks through several colloid laboratory sessions. Statistical analysis using ANCOVA (p &amp;lt; 0.005) showed a significant difference in posttest scores between the experimental and control groups. The high effect size (Cohen's d = 0.8) indicates that this approach has a significant impact on student learning outcomes, particularly in developing higher-order thinking skills at levels C4 to C6. This study indicates that integrating a contextual, student-centered STEM-based learning model into chemistry laboratory sessions can enhance conceptual understanding and 21st-century skills. However, limitations such as a small sample size, research location restricted to a single institution, and relatively short treatment duration should be considered when generalizing the study's findings. Further research with a longitudinal design and a broader sample scope is highly recommended.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-30</dc:date>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/23967</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i2.23967</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 2 (2025): June 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/23967/4673</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
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