Eksperimentasi Guided Inquiry Berbantuan Zep Quiz Terhadap Hasil Belajar Ekonomi SMK

Abstract

Grade X economics achievement at SMK Negeri Dander Bojonegoro fell short of the 78-point minimum mastery criterion, with a daily-test mean of 75 and a pass rate of 46%, attributable primarily to lecture-dominant pedagogy that constrained student agency. To address this, a quasi-experimental study with a nonequivalent control group design was conducted, assigning 35 students per arm: one group received Guided Inquiry instruction augmented by Zep Quiz gamification, the other continued with conventional teaching. Cognitive achievement was measured via matched pretest–posttest instruments. An Independent Samples t-test yielded a statistically significant intergroup difference (p = .000 < .05). The Guided Inquiry–Zep Quiz arm recorded a normalised gain of 60.67% (moderate effectiveness), appreciably higher than the 39.73% (low effectiveness) obtained by the control arm. Collectively, these data indicate that embedding Guided Inquiry within a gamified digital assessment environment meaningfully accelerates economics concept mastery beyond what conventional methods can achieve.

Keywords: Guided Inquiry, Zep Quiz, Economics Learning Outcomes