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All Journal Jurnal Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains Al Ishlah Jurnal Pendidikan Delta: Jurnal Ilmiah Pendidikan Matematika Nabla Dewantara : Jurnal Pendidikan Matematika Nabla Dewantara : Jurnal Pendidikan Matematika
Luvi Antari
Program Studi Pendidikan Matematika, Universitas Muhammadiyah Palembang
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Inquiry Learning to Improve Critical Thinking Skills and Student Learning Outcomes Bonita Hirza; Luvi Antari; Rohman Rohman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6687

Abstract

Developing students' critical thinking skills and improving cognitive learning outcomes remain essential goals in mathematics education. This study aimed to examine the implementation and effectiveness of the Inquiry Learning model in enhancing students' critical thinking abilities and understanding of prism and pyramid concepts. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart (1988) spiral model, consisting of four stages: planning, acting, observing, and reflecting. The study was conducted in two cycles involving 27 students of class IX B at MTs Muqimus Sunnah Palembang. The learning process integrated inquiry-based instruction supported by Student Worksheets (LKPD). Findings indicated a significant improvement in students’ cognitive learning outcomes. By the end of the second cycle, 81.48% of students achieved the minimum mastery criteria, reflecting increased understanding of geometric concepts. Observational data also revealed enhanced student engagement and active participation. The Inquiry Learning model effectively promoted critical thinking through student-led problem exploration, hypothesis formulation, and data analysis. The success of the Inquiry Learning model was attributed to its student-centered approach, which encouraged active learning and deeper conceptual understanding. Students demonstrated improved reasoning and problem-solving skills as a result of engaging with real learning challenges. The application of the Inquiry Learning model, supported by structured worksheets, effectively improved both critical thinking skills and cognitive learning outcomes in geometry. This model is recommended for broader implementation in similar educational contexts.
Co-Authors Amrina Rizta Bonita Hirza Damayanti, Elok Kusumawati, Nyimas Inda Nia Pusvitasari Rohman Rohman Rohman Rohman Rohmatun Khasanah Rukmala Rukmala Syaifudin Syaifudin Syaifudin Ummu Na’imah