Transformation of Intelligence Technology Learning through the Inquiry-Scientific Problem Based Learning to Improve Critical Thinking Skills

Abstract

This study examines the effectiveness of the Inquiry-Based Scientific Problem Learning (PBL) model in enhancing cadets’ critical thinking and learning outcomes at the Sekolah Tinggi Intelijen Negara (STIN). Addressing the evolving needs of the intelligence sector, which demands technical expertise and higher-order thinking, the research combines scientific inquiry with PBL to create a comprehensive instructional approach. A quasi-experimental design involved 50 fourth-semester cadets divided into experimental and control groups. Learning outcomes were evaluated through pre-test and post-test assessments, focusing on cognitive, affective, and psychomotor domains. Results showed that using the Inquiry-Based Scientific Problem Learning model, the experimental group achieved significant gains in all areas. Cadets in the experimental group demonstrated enhanced critical thinking and analytical skills in the cognitive domain, increased motivation, communication, and collaboration in the affective domain, and superior practical skills in the psychomotor domain. Statistical analyses, including N-gain, validated the model’s impact. These findings suggest that the Inquiry-Based Scientific Problem Learning model effectively develops intelligent professionals, bridging theory and practice while fostering technical and soft skills crucial in the field. This research supports the need for innovative and adaptive educational methods in specialized and dynamic environments like intelligence education.