Dayinta Dwi Hapsari

Universitas Negeri Surabaya

Eko Hariyono

Universitas Negeri Surabaya

DOI: https://doi.org/10.19184/jpf.v15i3.60002

ABSTRACT 

This study examined the effectiveness of a guided inquiry learning model contextualized with the megathrust earthquake phenomenon in improving senior high school students' physics learning outcomes on mechanical wave material. A quasi-experimental nonequivalent control group design was employed, involving 55 eleventh-grade students at MAN 2 Gresik (25 in the experimental class, 30 in the control class). Both classes received identical megathrust-related content; the experimental class was taught using guided inquiry, while the control class received lecture-based instruction. Learning implementation was assessed through observation sheets, learning outcomes through pretest-posttest scores, and student perceptions through a Likert-scale response questionnaire. Results showed that the implementation of guided inquiry achieved a Very Good category (94.37%). The experimental class recorded a high N-Gain (0.79) compared to the control class's moderate N-Gain (0.45), and a Mann-Whitney U test confirmed a statistically significant difference between groups (Asymp. Sig. = 0.000 < 0.05). Student responses were positive overall (75.16%), with the highest engagement found in virtual simulation and contextual video activities, and the lowest-though still positive-score on the hypothesis-formulation stage. These findings indicate that embedding an authentic disaster phenomenon within a guided inquiry framework can simultaneously strengthen physics conceptual understanding and disaster-mitigation awareness among Indonesian senior high school students.

Keywords: guided inquiry; megathrust; mechanical waves; learning outcomes; disaster-based learning