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All Journal Integrated Science Education Journal Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Sabrina Oktavia Irawati
Universitas Muhammadiyah Sidoarjo
Education Social Sciences

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APPLICATION OF THE GUIDED INQUIRY LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS IN NATURAL SCIENCE SUBJECTS Nur Efendi; Dinda Tia Tinara; Sabrina Oktavia Irawati; Nabila Indana Zulfa
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25272

Abstract

This research aims to improve students' critical thinking skills through the application of guided inquiry learning. This research is Classroom Action Research which was carried out in two cycles. Each cycle consists of four stages: planning, acting, observing, and reflecting. The research subjects were class VII ECP students at SMP Muhammadiyah 1 Sidoarjo for the 2024/2025 academic year, totaling 34 students and consisting of 18 men and 16 women. The data collection techniques used in this research were essays, tests, observations and interviews, with data validation using triangulation techniques. The essay test used in this research contains six aspects of critical thinking skills: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were analyzed using qualitative descriptive techniques. The spiral model is used for research procedures. The research results show that every aspect of critical thinking ability increases in two guided inquiry cycles of learning implementation. Interpretation increased 30.30%; analysis 36.36%; evaluation 41.67%; inference 31.82%; explanation 37.88%; and self-regulation 24.25%. Based on the results of data analysis, it can be concluded that the implementation of guided inquiry learning is able to increase the critical thinking abilities of class VII ECP students at Muhammadiyah 1 SIdoarjo Middle School for the 2024/2025 academic year.
Effectiveness of Inquiry Learning Model Based on Socio-Scientific Issues to Develop Students’ Critical Thinking Skills Sabrina Oktavia Irawati; Ria Wulandari
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2223

Abstract

Purpose of the study: This study aims to describe the effect of the socio-scientific issue-based inquiry learning model on the critical thinking skills of eighth-grade students in the subject of the digestive system. Methodology: This study used a quantitative experimental method with a nonequivalent control group design. The population in this study was 320 eighth-grade students, with a sample size of 64 students. Data collection techniques used tests. The research instruments used pretest and posttest critical thinking skills. The data analysis technique in this study used N-gain (Normalized Gain) and inferential statistics in the form of an independent sample t-test. Main Findings: The main findings of this study indicate that the socio-scientific issues-based inquiry learning model significantly improves students' critical thinking skills compared to conventional learning with N-gain 0,94 in high category. The test results show a sig. value (2-tailed) = 0.021 (<0.05), which indicates a significant difference between the experimental and control classes. This model is effective because it involves students in scientific investigations based on real social issues that encourage them to think reflectively, analytically, and evidence-based in their decision-making. Novelty/Originality of this study: The novelty of this study lies in the application of a socio-scientific issues-based inquiry learning model to digestive system material to develop students’ critical thinking skills. The socio-scientific issues used are obesity and GERD. The socio-scientific issues-based inquiry learning model integrates scientific investigation with contextual and evidence-based social analysis.
Co-Authors Dinda Tia Tinara Nabila Indana Zulfa Nur Efendi Ria Wulandari