Analysis of Students’ Mathematical Ability through Inquiry-Based Learning and Discovery Learning Assisted by Wordwall Media to Enhance Learning Interest and Learning Outcomes

This study aims to examine students’ mathematical ability in chemistry learning through the implementation of Inquiry-Based Learning (IBL) and Discovery Learning (DL) assisted by Wordwall media on the topic of Basic Chemical Laws. The research also investigates differences in learning interest and learning outcomes, as well as the relationship between mathematical ability and learning interest toward learning outcomes. A quasi-experimental design with a two-group pretest–posttest format was employed. The sample consisted of 60 tenth-grade students divided into two experimental groups. Data were collected using a mathematical ability test, a learning outcomes test, and a learning interest questionnaire. Statistical analysis included normality, homogeneity, independent sample t-test, correlation, and multiple regression tests. The results indicate that students taught using the IBL model achieved higher mathematical ability, learning interest, and learning outcomes compared to those taught using the DL model. Furthermore, mathematical ability and learning interest were found to have a positive and significant contribution to learning outcomes. These findings highlight the importance of integrating student-centered learning models with interactive digital media to improve both cognitive and affective domains in chemistry education.