The Effect of the Inquiry Model Assisted by Genially and Canva Applications on Students’ Motivation and Learning Outcomes in Narrative Text Material

Abstract

This study aims to determine whether there are differences in the effects of the Inquiry learning model assisted by Genially, the Inquiry learning model assisted by Canva, and the pure Inquiry model on students’ motivation and learning outcomes in the narrative text material for Grade IX students of MTs At Thohiriyah. The design used in this study was a quasi-experimental design with a Non-Equivalent Group Design pattern. This study involved three classes as research subjects, each of which received a different treatment. The first class used the Inquiry model assisted by Genially, the second class used the Inquiry model assisted by Canva, and the third class used the pure Inquiry model. Before the treatments were given, the three classes were tested for homogeneity and found to meet the required level of homogeneity. Data were collected using a learning outcome test and an ARCS-model motivation questionnaire, supported by additional documentation. After all data were collected, they were analyzed using a one-way ANOVA technique. The ANOVA results showed significant differences among the three learning models in both motivation and learning outcomes. The relative effectiveness test indicates that Canva was the most effective in increasing learning motivation, while Genially was the most effective in improving learning outcomes.