Effect of Thinking Skill-Based Inquiry Learning Method on Learning Outcomes of Social Studies: A Quasi-Experimental Study on Grade VIII Students of MTSN 6 Tulungagung

Abstract

The background underlying this study is due to the implementing of instruction methods that have not demonstrated thinking skill. The discussion of Social Studies material is also very broad, demanding students to possess thinking skill (critical thinking and creative thinking). Thinking skill is crucial to deal with problems in doing tasks in order to improve learning outcomes, or even to solve problems that exist in either students themselves or in their environment. In an effort to improve learning outcomes, teachers can adopt thinking skill-based inquiry learning method. The objective of this study is to (1)examine learning outcomes of Social Studies between those who use thinking skill-based inquiry learning method and those who adopt conventional method; (2) investigate the significant effect of using thinking skill-based inquiry learning method; and (3) analyzing the effect size of thinking skill-based inquiry learning method on the Social Studies learning outcomes. This article exploited a perceptible or measurable way, notably an apparent- empirical construction, in which thinking skill-based inquiry learning method was the independent variable and learning outcome was the dependent variable. The instruments used were test and documentation. This study used a saturated sampling technique. The population in this study was all grade 8 students. This study engaged 2 classes as the sample, namely class VIII-H as the control class consisting of 38 students, and class VIII-I as the experimental class comprising of 34 pupils. The statistics were analyzed using the t-test, and the aftermath capacity was calculated by using Cohen’s formula. The outcome of this finding determined as follows(1) the learning outcomes of Social Studies of students who used thinking skill-based inquiry learning method was 80.91 on average, better than the students who used the conventional learning method; (2) it displayed that a significant reaction of reasoning competency-based question and reasoning instruction design or approach on the pupils learning reaction with the value of tcount = 6.57, and ttable at the 5% significance level was 1.65, indicating that the value of tcount > ttable , (3) the effect size of thinking skill-based inquiry learning method on the students’ learning outcome was up to 91.9%, which was classified as the high percentage.

The effect of project-based learning model on PGSD students’ critical thinking skill

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Dampak Penerapan Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar IPA dan Kemampuan Berpikir Kritis Siswa

“…Dengan kemampuan berpikir kritis yang dimiliki oleh siswa akan berpengaruh pada cara siswa menyelesaikan permasalahan secara kontekstual. Kemampuan berpikir kritis telah menjadi tujuan atau tuntutan dari semua mata pelajaran, termasuk IPA (Mutakinati et al, 2018;Nurhayati et al, 2020). Untuk itu, pembelajaran IPA yang diikuti peserta didik harus berfokus pada aktivitas peserta didik dan menuntut peserta didik untuk dapat berpikir secara kritis.…”

The Implementation of Critical-Thinking Skills and Teaching Strategies by Social Studies Teachers in Kuwait and the Difficulties They Face

“…The purpose of social studies instruction is to educate students to think critically and to create scholars who are advanced in problem-solving, decisionmaking, and thinking on a higher level within the community (Mendoza, 2021). Unfortunately, despite the advantages of teaching critical-thinking skills in social studies, the available literature indicates that social studies teaching has been unsuccessful and generally neglected (Nurhayati, Putranto, Marwa & Purwowidodo, 2020). (Kopotun, Durdynets, Teremtsova, Markina & Prisnyakova, 2020).…”