The Effect of the Inquiry Learning Model on Scientific Literacy and Critical Thinking Skills of Fifth-Grade Students at SDN Sukadanau 04
Article Sidebar
Page Numbers:
2148-2165
Digital Object Identifier:
10.58578/mikailalsys.v4i2.10650
Viewed: 0 times
Downloaded: 0 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Putri Syafira1*, Awalina Barokah2 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Scientific literacy and critical thinking skills are essential competencies for students in responding to the demands of twenty-first-century education. However, various assessments indicate that Indonesian students’ scientific literacy remains relatively low, underscoring the need for instructional models that actively engage learners in inquiry-based knowledge construction. This study aimed to examine the effect of the Inquiry Learning model on the scientific literacy and critical thinking skills of fifth-grade students at SDN Sukadanau 04. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The sample consisted of 60 students divided into experimental and control groups. Data were collected through observation, interviews, tests, and documentation, and were analyzed using normality tests, homogeneity tests, independent sample t-tests, and regression analysis. The findings revealed that the Inquiry Learning model had a positive and significant effect on students’ scientific literacy and critical thinking skills. The independent sample t-test showed a significance value of 0.000 (p < 0.05), while regression analysis produced an R² value of 0.707, indicating that the model substantially explained improvements in the measured competencies. These findings demonstrate that Inquiry Learning is more effective than conventional instruction in enhancing scientific literacy and critical thinking skills among elementary school students. The study contributes to science education by providing empirical evidence on the effectiveness of Inquiry Learning as an alternative instructional model for fostering twenty-first-century competencies in elementary education.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Amellia, R., Hasanuddin, H., & Saenab, S. (2024). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Keterampilan Berpikir Kritis Peserta Didik SMP Kelas VIII pada Materi Getaran, Gelombang, dan Bunyi. Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi, 8(2), 317–324. https://doi.org/10.33369/diklabio.8.2.317-324
Astria, F. P., Wardani, K. S. K., Nurwahidah, N., & Hasnawati, H. (2024). Analisis Kemampuan Literasi Sains dalam Pembelajaran IPA di Sekolah Dasar. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 14(2), 46–55. https://ejournal.undiksha.ac.id/index.php/JPPII/article/view/83933
Ayu, G. N., Putri, C. A., Riyanto, A. R., & Koto, I. (2025). The scientific literacy competence of students in Indonesia and Mexico based on PISA 2022: An international comparative study. TOFEDU: The Future of Education Journal, 4(5), 1033–1038. https://doi.org/10.61445/tofedu.v4i5.525
Calesta, W., Lubis, P. H. M., & Sugiarti, S. (2021). Pengembangan LKS Berbasis Inkuiri Terbimbing Berbantuan E-Learning untuk Meningkatkan Pemahaman Konsep pada Siswa Kelas X SMA. Jurnal Kumparan Fisika, 4(1), 51–60. https://doi.org/10.33369/jkf.4.1.51-60
Destrilia, E. A., Hasan, R., & Rifa’i, R. (2021). Pembelajaran Inkuiri untuk Melatih Kemampuan Berpikir Tingkat Tinggi, Literasi Sains, dan Keaktifan Siswa. BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains, 4(2), 212–222. https://doi.org/10.31539/bioedusains.v4i2.2517
Eggen, P., & Kauchak, D. (2012). Educational psychology: Windows on classrooms (9th ed.). Pearson.
Ennis, C. D., & Chen, A. (1995). Teachers’ value orientations in urban and rural school settings. Research Quarterly for Exercise and Sport, 66(1), 41–50. https://doi.org/10.1080/02701367.1995.10607654
Fauziah, H., Muliasari, A., & Sulaeman, Y. (2026). Meningkatkan Hasil Belajar Siswa Menggunakan Metode Inquiry Mengenai Materi Pengaruh Kalor terhadap Perubahan Suhu dan Wujud Benda pada Mata Pelajaran IPA. Jurnal Pendidikan dan Penelitian Semesta Mendidik, 2(2). https://jurnal.p3msm.id/index.php/sm/article/view/32
Fensham, P. J. (2007). Competences, from within and without: New challenges and possibilities for scientific literacy. In C. Linder, L. Östman, & P.-O. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 113–119). Uppsala University. https://www.diva-portal.org/smash/get/diva2:272594/FULLTEXT02.pdf
Firdaus, A., Sugilar, H., & Aditya, A. H. Z. (2023). Teori Konstruktivisme dalam Membangun Kemampuan Berpikir Kritis. Gunung Djati Conference Series, 28, 30–38. https://conferences.uinsgd.ac.id/index.php/gdcs/article/view/1776
Hulwa, J., Wahyudi, W., Busyairi, A., & Harjono, A. (2025). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis Peserta Didik pada Materi Fluida Dinamis SMA Negeri 1 Kediri. Jurnal Pendidikan, Sains, Geologi dan Geofisika (GeoScienceEd Journal), 6(1), 454–459. https://doi.org/10.29303/geoscienceed.v6i1.587
Kang, J. (2022). Interrelationship between inquiry-based learning and instructional quality in predicting science literacy. Research in Science Education, 52(1), 339–355. https://doi.org/10.1007/s11165-020-09946-6
Kurniawan, F. A., Nurfahrudianto, A., & Yohanie, D. D. (2023). Kemampuan Berpikir Kritis Matematis Ditinjau dari Hasil Belajar Siswa. Jurnal Ilmiah Pendidikan Citra Bakti, 10(3), 636–649. https://doi.org/10.38048/jipcb.v10i3.2077
Manalu, D., Sinambela, H. W., Tamba, N., Anumerta, H. W., Silalahi, T. V., Salsalina, P., & Naibaho, Y. V. (2024). Penerapan Model Pembelajaran Inquiry Learning terhadap Hasil Belajar Siswa pada Mata Pelajaran Matematika Kelas V. Jurnal Rectum: Tinjauan Yuridis Penanganan Tindak Pidana, 4(2), 795–811. https://doi.org/10.46930/jurnalrectum.v4i2.5069
Muhaimin, A., Azizah, N., Mahmudah, R., Nabila, R. S., Zaini, M., Putra, A. P., Fajeriadi, H., Widiati, R., & Rosmalina, I. (2024). Penerapan Pendekatan Inkuiri untuk Meningkatkan Pemahaman Peserta Didik pada Materi Pencemaran Lingkungan. Journal of Bio-Creaducation, 1(2), 72. https://doi.org/10.20527/bioco.v1i2.13879
Nadhiroh, S., & Anshori, I. (2023). Implementasi Kurikulum Merdeka Belajar dalam Pengembangan Kemampuan Berpikir Kritis pada Pembelajaran Pendidikan Agama Islam. Fitrah: Journal of Islamic Education, 4(1), 56–68. https://doi.org/10.53802/fitrah.v4i1.292
OECD. (2023). PISA 2025 Science Framework. OECD. https://pisa-framework.oecd.org/science-2025/
OECD. (2024). PISA 2022 technical report. OECD Publishing. https://doi.org/10.1787/01820d6d-en
Samin. (2023). Berpikir Kritis dengan Game Edukasi. CV Mega Press Nusantara.
Sugiyono. (2023). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Tanryale, M. H., Astija, A., Kundera, I. N., Nurchamidah, N., & Hamsah, M. (2025). Implementing of inquiry model based on technology to increase scientific literacy and critical thinking. Jurnal Pendidikan dan Pengajaran, 58(2), 304–315. https://doi.org/10.23887/jpp.v58i2.92019
Wen, Y., Wu, L., He, S., Ng, N. H.-E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Educational Technology Research and Development, 71(4), 1631–1651. https://doi.org/10.1007/s11423-023-10235-y
Zulanwari, Z. A., Ramdani, A., & Bahri, S. (2023). Analisis Kemampuan Literasi Sains Siswa SMA terhadap Soal-Soal PISA pada Materi Virus dan Bakteri. Journal of Classroom Action Research, 5(Special Issue), 210–216. https://doi.org/10.29303/jcar.v5iSpecialIssue.4374