Effect of Guided Inquiry Learning Model on Students Creative Thinking Skills in the Classification of Living Things Material
DOI:
10.29303/jpm.v21i2.11642Published:
2026-04-30Downloads
Abstract
21st-century skills include several important components, including creative thinking. One skill that needs to be developed through the learning process in schools is creative thinking, as it helps students find solutions to problems and independently construct conceptual understanding. This study aims to determine the effect of the guided inquiry learning model on students’ creative thinking ability in the topic of classification of living organisms. This research is a quantitative study using a quasi-experimental design with a nonequivalent control group. The study population consisted of all seventh-grade students at SMP Negeri 17 Medan. The research sample was selected using a cluster sampling technique and consisted of two classes: class VII-7, the experimental class taught using the guided inquiry learning model, and class VII-9, the control class taught using direct instruction. The research instrument used was a test of creative thinking ability. The data were analyzed by testing the hypothesis using an Independent Samples t-test and normalized gain (N-Gain) analysis. The study's results indicate that the guided inquiry learning model affects students’ creative thinking abilities. The experimental class obtained an average posttest score of 81.56 with an N-Gain value of 63.92, which falls into the quite effective category, while the control class obtained an average posttest score of 69.38 with an N-Gain value of 44.28, which falls into the quite effective category. These results indicate that students’ creative thinking ability, when taught using the guided inquiry learning model, is better than that of students taught using conventional learning methods.
Keywords:
Classification of Living Things; Creative Thinking; Guided InquiryReferences
[1] I. I. Adiilah and Y. D. Haryanti, “Pengaruh model Problem Based Learning terhadap kemampuan berpikir kreatif siswa pada pembelajaran IPA,” Papanda Journal of Mathematics and Science Research, vol. 2, no. 1, pp. 49–56, 2023, doi: 10.56916/pjmsr.v2i1.306.
[2] I. E. Ainurramadhani et al., “Pembelajaran pendidikan Pancasila dengan model pembelajaran berbasis Project-Based Learning (PJBL),” Jurnal Ilmiah Pendidikan Dasar (JIPDAS), vol. 5, no. 3, pp. 3313–3326, 2025.
[3] Y. G. Feriyanti, P. I. Yani, and M. Arsyad, “Penggunaan model pembelajaran inkuiri untuk mendorong keaktifan siswa dalam proses belajar,” Ahsani Taqwim: Jurnal Pendidikan dan Pembelajaran, vol. 7, no. 1, pp. 159–178, 2025, doi: 10.63424/ahsanitaqwim.v2i1.202.
[4] J. R. Herung, D. W. Kamagi, and M. L. S. Taulu, “Peningkatan kemampuan berpikir kreatif siswa melalui model pembelajaran inkuiri terbimbing,” Jurnal Pengabdian Masyarakat dan Riset Pendidikan, vol. 3, no. 4, pp. 4836–4846, 2025, doi: 10.31004/jerkin.v3i4.1352.
[5] E. Jamnais et al., “Analisis kemampuan berpikir kreatif siswa kelas VII pada mata pelajaran IPA,” Jurnal Natural Science Educational Research, vol. 7, no. 1, pp. 68–76, 2024.
[6] N. Layyina, R. Agustini, and S. Indana, “Efektivitas perangkat pembelajaran IPA berorientasi model inkuiri,” JPPS, vol. 10, no. 2, pp. 2005–2015, 2021, doi: 10.26740/jpps.v10n2.p2005-2015.
[7] Munisah, “Pengaruh model Concept Attainment terhadap pemahaman konsep siswa,” Jurnal Kajian Biologi, vol. 4, no. 5, pp. 11–19, 2021, doi: 10.36312/biocaster.v3i1.394.
[8] D. R. Ning, F. Roshayanti, and J. Siswanto, “Profil literasi sains dan berpikir kreatif siswa SMP,” Jurnal Edukasi Matematika dan Sains, vol. 8, no. 2, pp. 150–156, 2020, doi: 10.25273/jems.v8i2.6905.
[9] N. Nursani, “Upaya meningkatkan motivasi dan hasil belajar IPA melalui inkuiri terbimbing,” Jurnal Edutrained, vol. 5, no. 1, pp. 1–12, 2021, doi: 10.37730/edutrained.v5i1.110.
[10] P. M. A. Pramana, N. K. Suarni, and I. G. Margunayasa, “Relevansi teori belajar konstruktivisme dengan model inkuiri terbimbing,” Ideguru, vol. 9, no. 2, pp. 487–493, 2024, doi: 10.51169/ideguru.v9i2.875.
[11] M. B. Prasetiyo and B. Rosy, “Model pembelajaran inkuiri sebagai strategi mengembangkan kemampuan berpikir kritis,” JPAP, vol. 9, no. 1, pp. 109–120, 2020, doi: 10.26740/jpap.v9n1.p109-120.
[12] S. Rahayu et al., “Pelatihan pembuatan media KIT IPA berbasis STEM,” Jurnal Pengabdian Magister Pendidikan IPA, vol. 8, no. 2, pp. 479–483, 2025.
[13] R. Ritonga et al., “Analisis klasifikasi dan strategi pembelajaran,” Educational Journal, vol. 1, no. 2, pp. 228–237, 2026.
[14] K. Sarjana et al., “Faktor-faktor penentu keberhasilan belajar mahasiswa,” Jurnal Ilmiah Profesi Pendidikan, vol. 7, no. 2, pp. 309–316, 2022, doi: 10.29303/jipp.v7i2.303.
[15] A. Simbolon et al., “Pengaruh metode pembelajaran berpusat pada guru,” Jurnal Intelek Insan Cendikia, vol. 2, no. 11, pp. 18145–18149, 2025.
[16] B. Sugiharto, “Profil kemampuan berpikir kreatif siswa,” Bioscientist, vol. 13, no. 2, pp. 1093–1099, 2025, doi: 10.33394/bioscientist.v13i2.16273.
[17] M. S. Sujudi et al., “Profil literasi sains siswa berdasarkan PISA,” Journal of Natural Science Integration, vol. 3, no. 1, p. 58, 2020, doi: 10.24014/jnsi.v3i1.9023.
[18] R. H. Tokio et al., “Analisis kemampuan berpikir kreatif siswa pada konsep kalor,” JPFT, vol. 12, no. 2, pp. 126–132, 2025, doi: 10.22487/jpft.v12i2.3515.
[19] L. R. Yasiro, F. E. Wulandari, and F. Fahmi, “Analisis kemampuan berpikir kreatif siswa,” Journal of Banua Science Education, vol. 1, no. 2, pp. 69–72, 2021, doi: 10.20527/jbse.v1i2.11.
[20] N. Yunarti, “Analisa kesulitan dalam pembelajaran IPA,” Jurnal Educatio, vol. 7, no. 4, pp. 1745–1749, 2021, doi: 10.31949/educatio.v7i4.1570.
[21] Rusman, Metode-Metode Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: PT Raja Grafindo Persada, 2011.
[22] C. C. Nisa and D. Astriani, “Application of guided inquiry learning model,” J. Pijar MIPA, vol. 17, no. 4, pp. 475–479, 2022, doi: 10.29303/jpm.v17i4.3664.
[23] A. K. Pratiwi, M. Makhrus, and M. Zuhdi, “Effectiveness of inquiry-based learning media,” J. Pijar MIPA, vol. 16, no. 5, pp. 636–639, 2021, doi: 10.29303/jpm.v16i5.3041.
[24] N. M. Yasmini, “Metode inkuiri terbimbing untuk meningkatkan hasil belajar,” J. Educ. Action Res., vol. 6, no. 1, pp. 73–79, 2022, doi: 10.23887/jear.v6i1.44013.
[25] A. J. Wijaya, H. Pujiastuti, and A. Hendrayana, “Kemampuan berpikir kreatif siswa dalam soal open-ended,” JIPM, vol. 11, no. 1, pp. 108–122, 2022, doi: 10.25273/jipm.v11i1.10866.
[26] K. Sarjana et al., “Faktor keberhasilan belajar mahasiswa di era new normal,” J. Ilm. Profesi Pendidik., vol. 7, no. 2, pp. 309–316, 2022, doi: 10.29303/jipp.v7i2.303.
License
Copyright (c) 2026 Hanna Turena Saragih, Halim Simatupang, Muflihani Pohan
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
