Development of Guided Inquiry-Based Accounting Learning Module to Improve Students’ Learning Outcomes in State Vocational High School 1 Karanganyar

Abdur Risman, Sigit Santoso


This research aimed to determine the effectiveness of guided inquiry-based accounting learning modules to improve the students’ learning outcomes in State Vocational High School (SVHS) 1 Karanganyar. This research is a research and development (R & D). This media development model used the design from Borg & Gall. The test was conducted in two classes, namely class XI AK 1 (experimental class) and XI AK 2 (control class) at SVHS 1 Karanganyar. The analysis prerequisite tests included normality test, homogeneity test, and t-test. The analysis technique used is qualitative and quantitative descriptive. The results of the research on the effectiveness of guided inquiry-based accounting learning modules show that t > ttable = (0.248 > 1.99), then H0 is rejected. It means that the two groups have different learning outcome scores. The posttest results between the experimental class (using the developed learning module) and the control class (not using the developed learning module) showed that the mean score of the experimental class was 80.45, which was higher than that of the control class of 73.77. It can be summed up that the development of guided inquiry-based accounting learning modules is effective in improving the students’ learning outcomes in SVHS 1 Karanganyar.


Development; Learning Module; Guided Inquiry

Full Text:



Borg, W.R., & Gall, M.D. (1983). Educational research: an introduction. New York: Longman.

Cho, Chung Suk., Cotrell, David S., Mazze, Candace E., Dika, Sandra, & Woo, S. (2013). Enhancing Education of Construction Materials Course Using Guided Inquiry Modules Instruction. Journal of Professional Issues in Engineering Education & Practice. Vol. 139. Issue 1. Pp. 27-32

Daryanto. (2010). Media pembelajaran (Learning media). Yogyakarta: Gava Media.

Joyce, B & Weil, M. (2011). Model of teaching (eight edition). Yogyakarta: Pustaka Pelajar.

Minner, D. et al. 2010. Inquiry based science instructions what is it and does it matter? Result from a research synthesis years 1984 to 2002. Journal Research in Science Teaching 143(1): 527-553.

Nasution. (2010). Berbagai Pendekatan dalam Proses Belajar dan Mengajar (Various Approaches in the Teaching and Learning Process). Jakarta: Bumi Aksara.

Pandeley I. et al. (2011). Effectiveness of inquiry training model over conventional teaching method on academic achievement of science student in India. Journal of Innovative Research in Education 3(2): 7-20.

Rosalin, E. (2008). Guru dalam meningkatkan daya pikir siswa (Teachers in improving students' brain power). Jurnal Manajemen Pendidikan UPI, Year IV. (No.01).

Rusche, S.N., & Jason, K. (2011). You have to absorb yourself in it: using inquiry and reflection to promote student learning and self-knowledge. American Sociological Association 39(4): 338-354.

Stricklyn, J. (2011). What effect will using inquiry methods of teaching science have on sixth grade students? Montana State: University Library.

Wilson, C.D. et al. (2010). The relative effects and equity of inquiry based and common place science teaching on students, knowledge, reasoning, and argumentation. Journal of Research in Science Teaching 47(5): 276-301.

Zion, M. & Sadeh, I. (2011). Which type of inquiry project do high school biology students prefer? Open or Guided. Research Science Educatio 42, 831.



  • There are currently no refbacks.

Copyright (c) 2019 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
Copyright © 2014-2018 IJMMU. All rights reserved.