Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Mawaddah, Sharihatul
Unknown Affiliation
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Application of Guided Inquiry to Students' Critical Thinking Skills in Pancasila Education Subjects with Self-Efficacy as a Moderator Variable Mawaddah, Sharihatul; Syahri, Mohamad; Soenaryo, Siti Fatimah
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.8520

Abstract

This study examines the effect of the Guided Inquiry learning model on senior high school students’ critical thinking skills in Civic Education, with academic self-efficacy tested as a moderating variable. This study examines the effect of the Guided Inquiry learning model on students’ critical thinking skills in Civic Education and investigates the moderating role of academic self-efficacy. The population comprised all eleventh-grade students at Muhammadiyah 02 Islamic High School, Lamongan, in East Java. Samples were selected using cluster random sampling, resulting in 79 students divided into an experimental group (n = 40) and a control group (n = 39). A quasi-experimental 2×2 factorial design was employed. Data were collected using validated and reliable test instruments and analyzed using two-way ANOVA. The results show that the Guided Inquiry model significantly improves critical thinking skills compared to conventional instruction (p < .05). Academic self-efficacy also has a significant main effect (p < .05) and interacts with the learning model (p < .05). These findings indicate that Guided Inquiry is effective for enhancing critical thinking, particularly among students with higher self-efficacy. Data were collected through validated instruments consisting of a critical thinking skills test and a self-efficacy questionnaire. Statistical analyses, including Two-Way ANOVA, were conducted to examine main effects and interaction effects. Findings indicate that (1) the Guided Inquiry model significantly improved students’ critical thinking skills compared to conventional instruction; (2) students with high self-efficacy outperformed those with low self-efficacy; and (3) a significant interaction occurred between learning model and self-efficacy.
Co-Authors Mohamad Syahri Siti Fatimah Soenaryo