Does the Guided Inquiry Model Improve Student's Problem Solving Thinking Ability? Meta-Analysis

Joko Widodo (Universitas Muhammadiyah Malang)
Loso Judijanto (IPOSS Jakarta)
Abdul Halim
Azhariah Rachman (Universitas Halu Oleo)
Sutarto Sutarto (STIKIP PGRI Nganjuk)
Tomi Apra Santosa (Akademi Teknik Adikarya)

Jurnal Penelitian Pendidikan IPA (JPPIPA)
Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic

The purpose of this study was to investigate the effectiveness of guided inquiry models to improve students' problem-solving abilities. This type of research is a meta-analysis.  The inclusion criteria in research are publications from reputable international journals and proceedings; Research must be experimented with guided inquiry learning models and conventional control class models; Research obtained from google scholar database; Hindawi, ScienceDirect, ERIC and IEEE; research related to guided inquiry and problem solving models; The study was published in 2013-2023 and the study had a sample size (N), mean value and standard deviation (SD). The results of the analysis of 18 studies suggest that there is a significant influence of guided inquiry models on problem-solving ability (Z = 9.29; p < 0.001; 95 % Confidence Interval [0.581; 1.245]. Effect size criteria are high with (rRE= 0.849]. This finding explains that the guided inquiry model has a significant effect on students' problem-solving abilities