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All Journal Interdiciplinary Journal of Education
Khairul Wazni , Muhammad
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Effects of CTL and Inquiry-Based Learning Through Lesson Study on Scientific Literacy and Science Achievement Mardianti, Yuli; Nuraini, Nuraini; Khairul Wazni , Muhammad
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.255

Abstract

This study examines the effects of Contextual Teaching and Learning (CTL) and Inquiry learning models implemented through Lesson Study on students’ scientific literacy and science achievement. A quasi-experimental design with a pretest–posttest control group approach was employed. The participants consisted of 54 seventh-grade students from SMP Negeri 1 Sikur, divided into two groups: the CTL group and the Inquiry group. Data were collected using validated scientific literacy and science achievement tests. Instrument reliability was confirmed using Cronbach’s Alpha (α = 0.82). Data were analyzed using One-Way MANOVA after fulfilling normality and homogeneity assumptions. The results revealed a significant multivariate effect of the learning models on scientific literacy and science achievement (Wilks’ Lambda = 0.742, F(2, 51) = 8.85, p < 0.001, Partial η² = 0.258). Further analysis showed that the Inquiry model resulted in higher mean scores in scientific literacy (M = 84.32, SD = 4.87) and science achievement (M = 83.91, SD = 5.76) compared to the CTL model (scientific literacy: M = 82.15, SD = 5.21; science achievement: M = 80.47, SD = 6.12). These findings indicate that Inquiry learning is more effective in developing higher-order thinking skills, while CTL is effective in enhancing contextual understanding. In conclusion, the integration of CTL and Inquiry through Lesson Study provides meaningful learning experiences and significantly improves students’ scientific literacy and learning outcomes.
The Effects of Problem-Based Learning on Fourth-Grade Students’ Critical Thinking and Speaking Skills in English Instruction Wardatul Uyun, Nengah; Padlurrahman, Padlurrahman; Khairul Wazni , Muhammad
IJE : Interdisciplinary Journal of Education Vol. 4 No. 1 (2026): Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i1.256

Abstract

This study examines the effects of Problem-Based Learning (PBL) on fourth-grade students’ critical thinking and speaking skills in an elementary English as a Foreign Language (EFL) context. A quasi-experimental design with a pretest–posttest control group was employed, involving 36 students divided into experimental and control groups. Data were collected using a validated multiple-choice test to assess critical thinking and a performance-based rubric to evaluate speaking skills. The data were analyzed using Multivariate Analysis of Variance (MANOVA) and independent sample t-tests. The results of the MANOVA indicated that PBL did not have a statistically significant effect on the combined dependent variables (Wilks’ Λ = 0.968, F = 0.614, p = 0.547). However, univariate analysis revealed a significant effect of PBL on students’ critical thinking skills (p < 0.05), while the effect on speaking skills was not statistically significant. These findings suggest that PBL is more effective in enhancing higher-order cognitive skills than in improving oral communication abilities in elementary EFL learners. This study contributes to the growing body of research on constructivist learning by providing empirical evidence that PBL supports the development of critical thinking skills in young learners. However, the findings also highlight the need for integrating explicit language instruction and scaffolding strategies to improve speaking performance. The study offers important pedagogical implications for designing balanced instructional approaches that address both cognitive and communicative competencies in language learning.
Co-Authors Mardianti, Yuli Nuraini Nuraini Padlurrahman, Padlurrahman Wardatul Uyun, Nengah