Inquiry / Discovery-Based Instruction to Improve Critical Thinking Skills and Mastery of Physics Concepts

Abstract

Inquiry/discovery-based instruction is a teaching model that enables students actively and independently discover and acquire their knowledge. The role of the teacher is only as a facilitator that guides them to discover and solve the problems they encounter. Using one group pretest and postest design, the present study was aimed to find out the effectiveness of inquiry/discovery-based teaching to improve high school students' critical thinking skills and mastery of physics concepts. An effect size was used to measure the effectiveness of the inquiry/discovery-based instruction. Moreover, the improvement of critical thinking skills and mastery of physics concepts was seen from an N-Gain analysis using a two-way MANOVA statistical test. The result of the study showed that inquiry/discovery-based instruction was effective in improving critical thinking skills and students' mastery of physics concepts during the discovery process in conducting an experiment.

The Effect of Online Discovery-Inquiry Learning on Improving Critical Thinking Ability and Concept Mastery in Temperature and Heat Materials

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