Effect of the Guided Inquiry Learning Model with a Scientific Approach on Critical Thinking Skills in the Classification of Living Things Material
DOI:
10.29303/jpm.v21i5.12655Published:
2026-10-31Downloads
Abstract
This study was motivated by the low level of students' critical thinking skills in science learning, particularly in the classification of living things material, which contains complex and interconnected concepts. Teacher-centered learning practices also limit students' opportunities to develop analytical and problem-solving skills. Therefore, this study aimed to determine the effect of the Guided Inquiry Learning Model with a Scientific Approach on the critical thinking skills of Grade VII students at SMPN 35 Medan. This study employed a quasi-experimental design with a nonequivalent control group. The sample consisted of Class VII-6 as the experimental group and Class VII-8 as the control group. Data were collected through essay tests based on Ennis' critical thinking indicators and observation sheets. Data analysis included normality, homogeneity, and independent sample t-test using SPSS version 32. The novelty of this study lies in the integration of the Guided Inquiry Learning Model with a Scientific Approach in the classification of living things material and the assessment of critical thinking skills using Ennis-based instruments. The results showed that the average pretest scores of the experimental and control groups were 40.08 and 37.50, respectively. After the treatment, the average posttest score of the experimental group increased to 81.17, while the control group's increased to 66.42. Observation results also indicated improvements in students' critical thinking skills during the learning process. Hypothesis testing revealed a Sig. (2-tailed) value of less than 0.05, indicating a significant effect of the learning model on students' critical thinking skills. These findings demonstrate that the Guided Inquiry Learning Model with a Scientific Approach is effective in improving students' critical thinking skills and can be applied to support 21st-century learning.
Keywords:
Classification of Living Things Critical Thinking Skills Guided Inquiry Learning Model Scientific ApproachReferences
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