Enhancing Students’ Conceptual Understanding of Dynamic Fluids through Inquiry-Based Learning Integrated with Deep Learning Approach and Articulate Storyline Media

monica_ratri Pratiwi; Agus Suyatna; Hanifah Zakiya; I Wayan Distrik

doi:10.24036/jipt/vol4-iss2/179

Authors

Monica Ratri Pratiwi Department of Physics Education, Faculty of Teacher Training and Education, Universitas Lampung
Agus Suyatna Department of Physics Education, Universitas Lampung, Bandar Lampung, Indonesia
Hanifah Zakiya Department of Physics Education, Universitas Lampung, Bandar Lampung, Indonesia
I Wayan Distrik Department of Physics Education, Universitas Lampung, Bandar Lampung, Indonesia

DOI:

https://doi.org/10.24036/jipt/vol4-iss2/179

Keywords:

Inquiry Based Learning (IBL), Deep Learning Approach, Articulate Storyline, Concept Understanding, Dynamic Fluids

Abstract

The rapid advancement of science and technology has increased the complexity of information and phenomena encountered by students, making conceptual understanding essential for physics learning. However, students experience difficulties in understanding fluid dynamics because the topic involves abstract concepts and their application to situations. Although Inquiry-Based Learning (IBL), deep learning principles, and digital media have demonstrated potential to support conceptual understanding, limited empirical studies have examined their integrated implementation in physics learning. Therefore, this study aimed to investigate the improvement in students’ conceptual understanding of fluid dynamics through the integration of IBL, a deep learning approach, and Articulate Storyline. The study employed a one-group pretest-posttest experimental design involving 31 students from Class XI 9 IPA at SMAN 1 Sukoharjo. Students’ conceptual understanding was measured using five multiple-choice and five essay questions. Results showed that the mean score increased from 42.94 to 79.67, with an average N-Gain of 0.61 (moderate). The Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest scores (Z = −4.860, p < 0.001), while improvements were observed across all indicators. These findings indicate that integrating IBL with deep learning supported by Articulate Storyline promotes learning and provides an instructional alternative for teaching abstract concepts.

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