A Comparative Study of the Guided Inquiry and Problem-Based Learning Models on the Critical Thinking Ability of Fifth-Grade Elementary School Students in Natural Science
DOI:
https://doi.org/10.32832/at-tadib.v10i1.23230Keywords:
Guided Inquiry, critical thinking ability, Natural Science, elementary school, Problem Based LearningAbstract
Critical thinking ability is one of the essential 21st-century competencies that students must develop. However, empirical evidence indicates that critical thinking skills among elementary school students in Indonesia remain at a low level, partly due to teacher-centered instructional methods. This study aims to compare the Guided Inquiry learning model and the Problem-Based Learning model in terms of their effectiveness in developing the critical thinking ability of fifth-grade students in Natural Science, with the topic of Ecosystem Harmony in Life. A quasi experimental design with a Non equivalent Control Group was employed, involving 33 students from SD Plus Intan Al-Sali, Bandung (15 students in the experimental class using Guided Inquiry and 18 in the control class using Problem-Based Learning). It is acknowledged that this sample size is relatively small; future comparative studies should consider larger and more representative samples to enhance the generalizability of findings. Data were collected through pretest and posttest instruments comprising 12 essay items aligned with Ennis’s twelve critical thinking indicators. Results demonstrated that the Guided Inquiry class achieved a mean posttest score of 87.86 with an N-Gain of 0.79 (high category), while the Problem-Based Learning class achieved a mean posttest of 61.28 with an N-Gain of 0.29 (low category). The Mann-Whitney test yielded Sig. = 0.00 < 0.05, indicating a significant difference in critical thinking ability between the two groups. These findings confirm that the Guided Inquiry model is comparatively more effective than Problem-Based Learning in developing students’ critical thinking ability in Natural Science at the elementary school level.
References
Anggraeni, R., & Zulfiati, H. M. (2023). Pengaruh model pembelajaran kooperatif tipe Think Pair Share (TPS) terhadap kemampuan berpikir kritis siswa kelas IV SD. Jurnal Pendidikan Dasar, 12(1), 45–58.
Arends, R. I. (2020). Learning to teach (11th ed.). McGraw-Hill Education.
Arifin, Z. (2020). Penelitian pendidikan: Metode dan paradigma baru. Remaja Rosdakarya.
Brookfield, S. D. (2020). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fatmawati, A., Suryadarma, I. G. P., & Wilujeng, I. (2024). The effect of innovative learning models on critical thinking skills of fifth-grade elementary students. Journal of Elementary Education, 8(1), 78–92.
Faturrahman, A. (2022). Kelemahan model PBL tanpa bimbingan terstruktur terhadap berpikir kritis siswa. Jurnal Inovasi Pembelajaran, 8(3), 211–220.
Hairida, H. (2021). Kemampuan berpikir kritis dalam pembelajaran IPA. Jurnal Pendidikan IPA Indonesia, 10(1), 1–10.
Hake, R. R. (1999). Analyzing change/gain scores. American Educational Research Association Division D Measurement and Research Methodology.
Hasanah, U., & Kristin, F. (2022). Pengaruh model discovery learning terhadap kemampuan berpikir kritis siswa SD pada pembelajaran IPA. Jurnal Basicedu, 6(3), 4890–4899.
Irfan, M., & Syamsuardi, S. (2017). Dampak instruksional dan pengiring model Guided Inquiry dalam pembelajaran IPA. Jurnal Pendidikan Dasar Nusantara, 3(1), 88–97.
Joyce, B., Weil, M., & Calhoun, E. (2011). Models of teaching (8th ed.). Pearson Education.
Kristin, F. (2020). Meta-analisis pengaruh model pembelajaran problem based learning (PBL) terhadap kemampuan berpikir kritis IPA di sekolah dasar. Jurnal Basicedu, 4(4), 1010–1019.
Kuhn, D., & Dean, D. (2021). Is developing scientific thinking all about learning to control variables? Psychological Science, 16(11), 866–870.
Pardede, T., & Simorangkir, E. (2022). Guided inquiry model to develop critical thinking and problem-solving skills in IPA learning. Jurnal Pendidikan Sains Indonesia, 10(2), 305–315.
Partnership for 21st Century Learning. (2020). Framework for 21st century learning. Battelle for Kids.
PISA. (2022). PISA 2022 results: The state of learning and equity in education. OECD Publishing.
Sanjaya, W. (2006). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana Prenada Media Group.
Siregar, R., Hasibuan, R., & Nainggolan, P. (2024). Guided inquiry model: Enabling students' active participation in concept discovery processes. International Journal of Educational Innovation, 5(1), 18–30.
Suparno, P. (2001). Teori perkembangan kognitif Jean Piaget. Kanisius.
Zohar, A., & Barzilai, S. (2021). Teaching thinking in science: 20 years later. In R. Duschl & A. Bismack (Eds.), Reconceptualizing STEM education: The central role of practices (pp. 112–130). Routledge.
