The Effect of Inquiry Learning Strategies and Self Regulated Learning on Critical Thinking Skills

Sholikhan Sholikhan, Kusnadi Kusnadi

Abstract


This study aims to identify students' critical thinking skills between guided inquiry and conventional learning, to determine the effect of Self Regulated Learning (SRL) on critical thinking skills, as well as to determine the effect of the interaction between guided inquiry and SRL on critical thinking skills. This study was a quasi-experimental study with a 2x2 anaphatic experimental design, which involved 128 students. The study's findings indicate that guided inquiry learning differs from conventional learning in terms of students' critical thinking skills, that SRL has an effect on critical thinking skills, and there is also an interaction effect between inquiry learning strategies and SRL on critical thinking skills.


Keywords


inquiry; SRL; critical thinking

Full Text:

PDF

References


Alberta, Alberta Learning, & Learning and Teaching Resources Branch. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Alberta Learning. http://books.scholarsportal.info/viewdoc.html?id=/ebooks/oca10/18/focusoninquirylearn04albe

Allen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach. College & Undergraduate Libraries, 15(1–2), 21–38. https://doi.org/10.1080/10691310802176780

Andriyanto, A., Nunaki, J. H., & Damopolii, I. (n.d.). Inquencing-Based Learning Potential To Practice Metacognitive Skills. 7.

Baranovskaya, T., Shaforostova, V., Balykhina, T., & Lapteva, E. (2018). Critical Thinking In Self-Regulated Learning. 7373–7381. https://doi.org/10.21125/edulearn.2018.1728

Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management Development, 27(1), 5–12. https://doi.org/10.1108/02621710810840730

Cabe Trundle, K., Atwood, R. K., Christopher, J. E., & Sackes, M. (2010). The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts. Research in Science Education, 40(3), 451–478. https://doi.org/10.1007/s11165-009-9129-x

Duran, M., & Dökme, İ. (2016). The Effect Of The Inquiry-Based Learning Approach On Student’s Critical Thinking Skills. EURASIA Journal of Mathematics, Science and Technology Education, 12(12). https://doi.org/10.12973/eurasia.2016.02311a

Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186. https://doi.org/10.1080/00405849309543594

Epçaçan, C. (2019). A review on the relationship between critical thinking skills and learning domains of Turkish Language. Educational Research and Reviews, 14(3), 67–77. https://doi.org/10.5897/ERR2018.3658

Gaupp, R., Fabry, G., & Körner, M. (2018). Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students. International Journal of Medical Education, 9, 189–194. https://doi.org/10.5116/ijme.5b39.d5a8

Ghanizadeh, A., & Heydarnejad, T. (2015). A cross-contextual analysis of Iranian EFL teachers’ attitudes and perceptions of critical thinking. International Journal of Research Studies in Education, 4(4). https://doi.org/10.5861/ijrse.2015.1138

Haeruddin, H., Prasetyo, Z. K., & Supahar, S. (2020). The Development of a Metacognition Instrument for College Students to Solve Physics Problems. International Journal of Instruction, 13(1), 767–782. https://doi.org/10.29333/iji.2020.13149a

Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach. Journal of Language and Education, 7(1), 96–108. https://doi.org/10.17323/jle.2021.11103

Hoy, A. W. (2008). Educational psychology (10th ed., active learning ed). Pearson/A and B.

Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course. Innovative Higher Education, 38(3), 223–235. https://doi.org/10.1007/s10755-012-9236-x

Kitot, A. K. A., Ahmad, A. R., & Seman, A. A. (2010). The Effectiveness of Inquiry Teaching in Enhancing Students’ Critical Thinking. Procedia - Social and Behavioral Sciences, 7, 264–273. https://doi.org/10.1016/j.sbspro.2010.10.037

Kuhlthau, C. C. (2010). Guided Inquiry: School Libraries in the 21st Century. 16(1), 11.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Libraries Unlimited.

Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632

Kusumoto, Y. (2018). Enhancing critical thinking through active learning. Language Learning in Higher Education, 8(1), 45–63. https://doi.org/10.1515/cercles-2018-0003

Kwan, Y. W., & Wong, A. F. L. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68–79. https://doi.org/10.1016/j.ijer.2015.02.006

Lelasari, T., Yohanita, A. M., & Damopolii, I. (2021). Effect of inquiry science learning on students’ metacognitive skill. Journal of Research in Instructional, 1(1), 53–60. https://doi.org/10.30862/jri.v1i1.12

Madhuri, G. V., Kantamreddi, V. S. S. N., & Prakash Goteti, L. N. S. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117–123. https://doi.org/10.1080/03043797.2012.661701

Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137–156. https://doi.org/10.1007/s11409-010-9054-4

Maison, M., Tanti, tanti, Kurniawan, Dwi Agus, Sukarni, W., Erika, E., & Hoyi, R. (2021). Assessing Students’ Attitudes towards Physics through the Application of Inquiry and Jigsaw Cooperative Learning Models in High Schools. International Journal of Instruction, 14(4), 439–450. https://doi.org/10.29333/iji.2021.14426a

Maksum, A., Widiana, I. W., & Marini, A. (2021). Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes. International Journal of Instruction, 14(3), 613–628. https://doi.org/10.29333/iji.2021.14336a

Mashaza, L. G. (2017). Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices. Journal of Education and Learning (EduLearn), 11(3), 312–318. https://doi.org/10.11591/edulearn.v11i3.6542

Masitoh, I. D., & Ariyanto, J. (2017). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA pada Materi Pencemaran Lingkungan di Surakarta. 9.

Muh., A., Duran, A., Zubaidah, S., & Mahanal, S. (2020). The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143

Muhammad, A. E. (2020). Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education. Journal of Studies in Education, 10(2), 1. https://doi.org/10.5296/jse.v10i2.16763

Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1229. https://doi.org/10.11591/ijere.v10i4.22028

Nelson, L. P., & Crow, M. L. (2014). Do Active-Learning Strategies Improve Students’ Critical Thinking? Higher Education Studies, 4(2), p77. https://doi.org/10.5539/hes.v4n2p77

Palupi, B. S., Subiyantoro, S., & Triyanto, T. (2020). The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill. International Journal of Instruction, 13(1), 713–730. https://doi.org/10.29333/iji.2020.13146a

Papanastasiou, E., Agni, S., Vasko, J. M., & Couchman, J. J. (2020). Metacognitive Monitoring in Test-taking Situations: A Cross-cultural Comparison of College Students. International Journal of Instruction, 13(1), 407–424. https://doi.org/10.29333/iji.2020.13127a

Paris, S. G., & Paris, A. H. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4

Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x

Prayogi, S., Yuanita, L., & Wasis. (2018). Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers. Journal of Physics: Conference Series, 947, 012013. https://doi.org/10.1088/1742-6596/947/1/012013

Psycharis, S., Botsari, E., Mantas, P., & Loukeris, D. (2014). The impact of the computational inquiry based experiment on metacognitive experiences, modelling indicators and learning performance. Computers & Education, 72, 90–99. https://doi.org/10.1016/j.compedu.2013.10.001

Qing, Z., Jing, G., & Yan, W. (2010). Promoting preservice teachers’ critical thinking skills by inquiry-based chemical experiment. Procedia - Social and Behavioral Sciences, 2(2), 4597–4603. https://doi.org/10.1016/j.sbspro.2010.03.737

Raković, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology, 68, 102027. https://doi.org/10.1016/j.cedpsych.2021.102027

Randall, D. C., Moore, C., & Carvalho, I. S. (2012). An international collaboration to promote inquiry‐based learning in undergraduate engineering classrooms. Campus-Wide Information Systems, 29(4), 259–271. https://doi.org/10.1108/10650741211253859

Sadeh, I., & Zion, M. (2009). The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46(10), 1137–1160. https://doi.org/10.1002/tea.20310

Samsudin, D., & Hardini, T. I. (2019). The Influence Of Learning Styles And Metacognitive Skills On Students’ Critical Thinking In The Context Of Student Creativity PROGRAM. International Journal of Education, 11(2), 117. https://doi.org/10.17509/ije.v11i2.14750

Sholikhan, S., Degeng, I. N. S., Setyosari, P., & Handayanto, S. K. (2020). Understanding the physics concept between guided inquiry or open inquiry. 11.

Snowman, J., & Biehler, R. F. (2000). Psychology applied to teaching (9th ed). Houghton Mifflin.

Suarniati, N. W., Hidayah, N., & Dany Handarini, M. (2018). The Development of Learning Tools to Improve Students’ Critical Thinking Skills in Vocational High School. IOP Conference Series: Earth and Environmental Science, 175, 012095. https://doi.org/10.1088/1755-1315/175/1/012095

Süer, N., & Altun, S. (2015). The Effects of Self-regulation Skills on TEOG Exam. Procedia - Social and Behavioral Sciences, 174, 2191–2199. https://doi.org/10.1016/j.sbspro.2015.02.020

Sukowati, S., Sartono, E. K. E., & Pradewi, G. I. (2020). The effect of self-regulated learning strategies on the primary school students’ independent learning skill. Psychology, Evaluation, and Technology in Educational Research, 2(2), 81. https://doi.org/10.33292/petier.v2i2.44

Thaiposri, P., & Wannapiroon, P. (2015). Enhancing Students’ Critical Thinking Skills through Teaching and Learning by Inquiry-based Learning Activities Using Social Network and Cloud Computing. Procedia - Social and Behavioral Sciences, 174, 2137–2144. https://doi.org/10.1016/j.sbspro.2015.02.013

Topolovčan, T., & Matijević, M. (2017). Critical Thinking as a Dimension of Constructivist Learning: Some of the Characteristics of Students of Lower Secondary Education in Croatia. Center for Educational Policy Studies Journal, 7(3), 47–66. https://doi.org/10.26529/cepsj.287

Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 9. https://doi.org/10.1186/s40862-020-00090-2

Wenning, C. J. (2005). Implementing inquiry-based instruction in the science classroom: A new model for solving the improvement-of-practice problem. 7.

Winiari, L. P., & Santyasa, I. W. (2019). Pengaruh Model Self Regulated Learning Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Fisika Kelas Xi Mia Di Sma Negeri 1 Tembuku. 9(1), 10.

Zimmerman, B. J. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah, M. (2018). Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw. International Journal of Instruction, 11(2), 41–56. https://doi.org/10.12973/iji.2018.1124a




DOI: https://doi.org/10.33258/birci.v4i4.3563

Article Metrics

Abstract view : 70 times
PDF - 27 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.