The Effect of Inquiry-Based Learning (IBL) on Students' Writing Skills at SMKS Islam Terpadu Anugrah Tanjung Medan

Abstract

This study investigates the effect of Inquiry-Based Learning (IBL) on improving students' writing skills at SMKS Islam Terpadu Anugrah Tanjung Medan. The study utilized a pre-test and post-test design to evaluate students' writing abilities before and after the implementation of IBL strategies. The primary focus was on enhancing students’ vocabulary usage, writing organization, grammar, and overall coherence. The results revealed significant improvements in students' writing skills, with increased vocabulary range, better sentence structure, and more organized, coherent writing. Additionally, students reported greater engagement and motivation during the learning process, attributing this to the active involvement and exploration fostered by IBL. Teacher observations also indicated that students developed critical thinking skills and collaborated more effectively with peers. The study concludes that IBL is an effective teaching strategy for enhancing writing skills, fostering deeper student engagement, and promoting critical thinking. The findings suggest that IBL can be a valuable approach for teaching not only writing but also other language skills, offering a dynamic and student-centered learning experience.