The Influence of Group Investigation Learning Models Through Hands on Activity and E Learning on Biology Learning in terms of Student Learning Styles on Student Learning Outcomes at Public Senior High School Poso

Abstract

This study aims to improve biology learning outcomes by developing an active Group Investigation learning model supported by hands-on activities and e-learning while considering students’ learning styles. This experimental study employed a completely randomized design with a factorial arrangement. The population included students from three senior high schools in Poso, while the sample comprised 257 students from nine classes, including six experimental and three control classes. Treatments combined two factors: learning models and learning styles (auditory, visual, and kinesthetic). Learning styles were identified before the intervention, whereas learning outcomes were assessed afterward using achievement tests. Learning style data were collected through questionnaires. Data were analyzed using two-way ANOVA. Results indicated significant differences in learning outcomes among the combinations of learning models and learning styles (p < 0.05). The most effective combination was the Group Investigation model through hands-on activities with students who had visual learning styles, producing the highest mean learning outcome score of 86.72. These findings suggest that aligning instructional strategies with students’ preferred learning styles can enhance biology achievement more effectively than conventional approaches. Therefore, teachers are encouraged to integrate collaborative investigations, practical activities, and appropriate learning style considerations into biology instruction to optimize student academic performance.