The Effect of the Inquiry Learning Model Assisted by Pictorial Riddle Media on Student Learning Outcomes in Economics

This quasi-experimental study examined the effect of the inquiry learning model assisted by pictorial riddle media on Grade XII students’ Economics learning outcomes at SMAN 1 Payakumbuh. Two intact classes (36 students each) were assigned as the experimental and control groups using a pretest–posttest control group design. Learning outcomes were measured with multiple-choice tests and analyzed using normality and homogeneity checks, independent/paired samples t-tests, and normalized gain (N-Gain). Results show that the experimental class achieved a higher posttest mean score (87.51) than the control class (77.49), and the difference was statistically significant (t-test, p < 0.05). The experimental class attained an N-Gain of 0.6204 (62.04%, effective), exceeding the control class’s N-Gain of 0.3835 (38.34%, less effective). These findings indicate that integrating pictorial riddles within an inquiry framework enhances students’ conceptual understanding and overall performance in Economics. Pedagogically, the approach supports active, student-centered learning and can be considered a practical alternative to conventional lecture methods in similar classroom contexts.