IMPLEMENTATION OF GUIDED INQUIRY AND DISCOVERY LEARNING IN STIMULATING STUDENTS’ COGNITIVE AND PSYCHOLOGICAL DEVELOPMENT
DOI:
https://doi.org/10.36456/incrementapedia.vol8.no2.a11935Keywords:
Guided Inquiry-Discovery, critical thinking skills, elementary school students, quasi-experiment, ANCOVA.Abstract
Critical thinking skills are essential abilities that need to be developed in elementary school students through active and meaningful learning. The Guided Inquiry-Discovery learning model provides opportunities for students to investigate, discover concepts, analyze information, and draw conclusions. This study aimed to examine the effect of the Guided Inquiry-Discovery learning model on the critical thinking skills of fifth-grade students at SDN Semanggi Lor, Surakarta City. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 54 students, including 27 students from Grade V-A as the control group and 27 students from Grade V-B as the experimental group. Data were collected using critical thinking skills tests administered as pretests and posttests. Data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA), with pretest scores as the covariate. The results showed that the mean critical thinking score in the control group increased from 68 to 70, while the experimental group increased from 62 to 85. The ANCOVA results showed an F-value of 5.901 with a significance value of 0.018 (p < 0.05), indicating a significant difference between the experimental and control groups after controlling for students’ initial abilities. The R-squared value of 0.497 indicated that the model explained 49.7% of the variance in posttest scores. Therefore, the Guided Inquiry-Discovery learning model had a significant effect on the critical thinking skills of fifth-grade elementary school students. The model can serve as an alternative instructional approach to encourage students’ active engagement in investigation, discovery, analysis, problem-solving, and conclusion drawing.
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