IJIET 2025 Vol.15(7): 1477-1486
doi: 10.18178/ijiet.2025.15.7.2349
doi: 10.18178/ijiet.2025.15.7.2349
Enhancing Digital Literacy and Science Understanding: The Impact of a Guided Inquiry-Based Flipped Classroom in Elementary Schools
Ari Wijayanti1,*, Siti Irene Astuti Dwiningrum2, and Bambang Saptono3
1. Department of Primary Education, Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia
2. Department of Philosophy and Sociology of Education, Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia
3. Department of Primary Education, Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia
Email: ariwijayanti.2022@student.uny.ac.id (A.W.); siti_ireneastuti@uny.ac.id (S.I.A.D.); b.saptono@uny.ac.id (B.S.)
*Corresponding author
2. Department of Philosophy and Sociology of Education, Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia
3. Department of Primary Education, Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia
Email: ariwijayanti.2022@student.uny.ac.id (A.W.); siti_ireneastuti@uny.ac.id (S.I.A.D.); b.saptono@uny.ac.id (B.S.)
*Corresponding author
Manuscript received January 23, 2025; revised January 31, 2025; accepted March 3, 2025; published July 18, 2025
Abstract—This quasi-experimental study investigates the effectiveness of the guided inquiry-based flipped classroom model in enhancing elementary school students’ digital literacy and science understanding. The study employed a quasi-experimental, non-equivalent control group design and involved 128 fourth-grade elementary school students. The guided inquiry-based flipped classroom model was proposed, validated by experts, and implemented in science learning. The results indicated that the model significantly improved elementary school students’ digital literacy and science understanding. Descriptive analysis revealed that the experimental group demonstrated higher average post-test scores for digital literacy and science comprehension compared to the control group. The Wilcoxon test results showed that the Asym.sig (2-tailed) value was <0.05, confirming that the guided inquiry-based flipped classroom learning model positively influenced students’ digital literacy and science comprehension. Similarly, the Mann-Whitney test results (Asym.sig <0.05) indicated significant differences between the experimental and control groups in digital literacy and science understanding. Broader implementation of this model is recommended for future research. Further studies should examine its effectiveness in other subjects beyond digital literacy and science comprehension, such as science literacy, science process skills, and digital skills.
Keywords—flipped classroom, guided inquiry, primary school, students’ understanding, digital literacy, science
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—flipped classroom, guided inquiry, primary school, students’ understanding, digital literacy, science
Cite: Ari Wijayanti, Siti Irene Astuti Dwiningrum, and Bambang Saptono, "Enhancing Digital Literacy and Science Understanding: The Impact of a Guided Inquiry-Based Flipped Classroom in Elementary Schools," International Journal of Information and Education Technology, vol. 15, no. 7, pp. 1477-1486, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).