Effectiveness of Guided Inquiry-Blended Learning Model with Interactive Media Based on Religious Moderation to Enhance Students’ 4C Skills

Abstract

This study investigates the effectiveness of a Guided Inquiry Blended Learning model supported by interactive media and grounded in the principles of religious moderation in enhancing students’ 4C skills (critical thinking, creativity, collaboration, and communication). The research employed a One-Group Pretest–Posttest design involving undergraduate students of the Information Systems Study Program, Faculty of Information Technology, Universitas KH. A. Wahab Hasbullah (UNWAHA). Data were collected through achievement tests, classroom observations, and student response questionnaires. The data were analyzed using descriptive statistics, including percentages, mean scores, and normalized gain (N-gain), as well as inferential analysis using a paired-sample t-test. The results show that the implementation of the Guided Inquiry Blended Learning model reached a very high level across all instructional phases, with implementation rates ranging from 93.75% to 100%. Students’ 4C skills improved significantly after the intervention, as indicated by a high average N-gain score of 0.73. The paired-sample t-test revealed a statistically significant difference between pretest and posttest scores, confirming the effectiveness of the learning model. Furthermore, the integration of interactive media and religious moderation values created an inclusive and dialogical learning environment. Students became more actively engaged in inquiry-based problem solving, collaborative group work, and constructive academic communication. Overall, the findings indicate that the Guided Inquiry Blended Learning model is effective in strengthening Information Systems students’ 4C skills and supports student-centered learning aligned with the demands of 21st-century higher education