The Impact of Inquiry-based Learning on the Critical Thinking of high School Students

Abstract

The aim of this research was to examine the effects on students’ critical thinking skills using a guided inquiry model with critical thinking test through physics learning. The researcher used a quasi-experiment, with post-test only control group design. The research subjects were 50 experimental group students and 40 control group students. The data were collected through critical thinking test with five description questions to see the student’s critical thinking skills that have been implemented. Then, the data were analyzed using excel statistics and SPSS software. Explanatory sequential mixed-methods approach was utilized in the current study in which the data are collected and analyzed quantitatively first, and then qualitative data were collected in order to fully explain the quantitative data results The current study found that inquiry-based learning approach has a statistically significant positive impact on the high school students’ critical thinking in where the independent T-test results were for t (90) = 7 with a P value equals to 0.000 ˂ 0.05. Moreover, based on the observation through the experiment and students’ responses during the interviews the results showed that students enjoy inquiry-based learning compared to Non-IBL approaches. The findings of the study revealed that implementing STEM-PBL has a great influence on the learning of the students, and that the students participated in the study expressed a positive attitude towards this approach. Students appreciate the benefits of understanding the subject and linking it with real-life problems as well as with the activities involved.