Social Inquiry Learning Model in Improving Elementary School Students' Critical Thinking Skills
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
The importance of developing critical thinking skills in elementary education has gained increasing recognition, particularly through the implementation of inquiry-based learning (IBL) models. This study aims to evaluate the effectiveness of the social inquiry learning model in enhancing critical thinking skills among fourth-grade students at an public elementary school in Surabaya. Employing a qualitative case study methodology, data were collected through interviews, classroom observations, reflective journals, and document analysis. The thematic analysis revealed significant improvements in critical thinking for 75% of the participants, highlighting key themes such as "Engagement in Critical Thinking" and "Interaction Patterns in Learning Activities." These findings support the theoretical frameworks of Vygotsky and Piaget, demonstrating the model's applicability in non-Western educational contexts. The study suggests that culturally responsive teaching methods, incorporating social interactions and structured inquiry, can significantly enhance cognitive development. However, the limited scope of a single school and a small sample size suggest the need for further research across diverse settings. Future research should explore the long-term impacts of inquiry-based learning and the role of teacher preparation in implementing these strategies. This research underscores the importance of interactive, student-centered learning frameworks in fostering critical thinking and calls for a shift towards more dynamic educational approaches to prepare students for complex global challenges.
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2024 Reza Syehma Bahtiar, Noviana Desiningrum, Ellena Aurellia Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Alkhudiry, R. (2022). The contribution of Vygotsky’s sociocultural theory in mediating L2 knowledge co-construction. Theory and Practice in Language Studies, 12(10), 2117-2123. DOI: https://doi.org/10.17507/tpls.1210.19
Astuti, R. J., Haryono, T., Harsono, M., Hendarsjah, H., & Maryati, T. (2023). Antecedents and Consequences of Innovative Work Behavior in Indonesian Higher Education During the COVID-19 Pandemic. International Journal of Sustainable Development & Planning, 18(1). DOI: https://doi.org/10.18280/ijsdp.180119
Bargiela, I. M., Anaya, P. B., & Puig, B. (2022). Questions for Inquiry and the Activation of Critical Thinking in Early Childhood Education [Article]. Ensenanza de las Ciencias, 40(3), 11-28. https://doi.org/10.5565/rev/ensciencias.5470 DOI: https://doi.org/10.5565/rev/ensciencias.5470
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
Chapman, M. (2009). The Structure of Exchange: Piaget’s Sociological Theory. Human Development, 29(4), 181-194. https://doi.org/10.1159/000273044 DOI: https://doi.org/10.1159/000273044
Cong-Lem, N. (2023). Emotion and its relation to cognition from Vygotsky’s perspective. European Journal of Psychology of Education, 38(2), 865-880. https://doi.org/10.1007/s10212-022-00624-x DOI: https://doi.org/10.1007/s10212-022-00624-x
Davis, J. (2016). ¿ Educación o desintegración? Parental Migration, Remittances and Left-behind Children's Education in Western Guatemala. Journal of Latin American Studies, 48(3), 565-590. DOI: https://doi.org/10.1017/S0022216X1600002X
DeVries, R. (1997). Piaget's Social Theory. Educational Researcher, 26(2), 4-17. https://doi.org/10.3102/0013189x026002004 DOI: https://doi.org/10.3102/0013189X026002004
Duran, M., & Dökme, I. (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). DOI: https://doi.org/10.12973/eurasia.2016.02311a
Ghesquière, P., Maes, B., & Vandenberghe, R. (2004). The usefulness of qualitative case studies in research on special needs education. International Journal of Disability, Development and Education, 51(2), 171-184. https://doi.org/10.1080/10349120410001687382 DOI: https://doi.org/10.1080/10349120410001687382
González, M. J. F., Surikova, S., & Pigozne, T. (2020). Adaptation of a teacher training programme for character education to the Latvian context. Human, technologies and quality of education, 7-18. DOI: https://doi.org/10.22364/htqe.2020.01
Jayakumar, T., & Joshi, R. K. (2017). Rethinking the role of management education in developing a “new” locus of CSR responsibility. Journal of Work-Applied Management, 9(1), 51-69. https://doi.org/10.1108/JWAM-02-2017-0004 DOI: https://doi.org/10.1108/JWAM-02-2017-0004
Kaiser, I., & Mayer, J. (2019). The Long-Term Benefit of Video Modeling Examples for Guided Inquiry [Original Research]. FRONTIERS IN EDUCATION, 4. https://doi.org/10.3389/feduc.2019.00104 DOI: https://doi.org/10.3389/feduc.2019.00104
Kaiser, I., Mayer, J., & Malai, D. (2018). Self-Generation in the Context of Inquiry-Based Learning [Original Research]. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02440 DOI: https://doi.org/10.3389/fpsyg.2018.02440
Liang, H.-Y., Hsu, T.-Y., & Hwang, G.-J. (2021). Promoting children's inquiry performances in alternate reality games: A mobile concept mapping-based questioning approach. British Journal of Educational Technology, 52(5), 2000-2019. https://doi.org/https://doi.org/10.1111/bjet.13095 DOI: https://doi.org/10.1111/bjet.13095
Luong, P. A. (2022). Applying the Concepts of “Community” and “Social Interaction” from Vygotsky’s Sociocultural Theory of Cognitive Development in Math Teaching to Develop Learner’s Math Communication Competencies. Vietnam Journal of Education, 209-215. DOI: https://doi.org/10.52296/vje.2022.243
Maria, C. M. d. G., & Villamil, O. S. (1994). Social-Cognitive Dimensions of Interaction in L2 Peer Revision. The Modern Language Journal, 78(4), 484-496. https://doi.org/10.2307/328586 DOI: https://doi.org/10.1111/j.1540-4781.1994.tb02065.x
Marsiglia, F. F., & Booth, J. M. (2015). Cultural Adaptation of Interventions in Real Practice Settings. Research on Social Work Practice, 25(4), 423-432. https://doi.org/10.1177/1049731514535989 DOI: https://doi.org/10.1177/1049731514535989
Newman, S. (2018). Vygotsky, Wittgenstein, and sociocultural theory. Journal for the Theory of Social Behaviour, 48(3), 350-368. https://doi.org/https://doi.org/10.1111/jtsb.12174 DOI: https://doi.org/10.1111/jtsb.12174
Nugroho, A., Ilmiani, D., & Rekha, A. (2021). EFL teachers’ challenges and insights of online teaching amidst global pandemic. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 277-291. DOI: https://doi.org/10.31002/metathesis.v4i3.3195
Nurohman, S., Sunarno, W., & Yamtinah, S. (2021). The validation of digital analysis tool-assisted real-world inquiry (Digita-ri) as a modification of the inquiry-based learning model in the digital age [Article]. Jurnal Pendidikan IPA Indonesia, 10(3), 387-399. https://doi.org/10.15294/JPII.V10I3.30779 DOI: https://doi.org/10.15294/jpii.v10i3.30779
O'Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review [Article]. Thinking Skills and Creativity, 46, Article 101110. https://doi.org/10.1016/j.tsc.2022.101110 DOI: https://doi.org/10.1016/j.tsc.2022.101110
Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes? A second-order meta-analysis [Article]. Journal of Pedagogical Research, 6(4), 201-216. https://doi.org/10.33902/JPR.202217481 DOI: https://doi.org/10.33902/JPR.202217481
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y DOI: https://doi.org/10.1007/s10488-013-0528-y
Pangarso, A., Astuti, E. S., Raharjo, K., & Afrianty, T. W. (2020). The impact of absorptive capacity and innovation ambidexterity on sustainable competitive advantage: the case of Indonesian higher education. Entrepreneurship and sustainability issues, 7(3), 2436. DOI: https://doi.org/10.9770/jesi.2020.7.3(65)
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle [Review]. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003 DOI: https://doi.org/10.1016/j.edurev.2015.02.003
Pollarolo, E., Størksen, I., Skarstein, T. H., & Kucirkova, N. (2023). Children’s critical thinking skills: perceptions of Norwegian early childhood educators [Article]. European Early Childhood Education Research Journal, 31(2), 259-271. https://doi.org/10.1080/1350293X.2022.2081349 DOI: https://doi.org/10.1080/1350293X.2022.2081349
Pratt, M. W., Kerig, P., Cowan, P. A., & Cowan, C. P. (1988). Mothers and fathers teaching 3-year-olds: Authoritative parenting and adult scaffolding of young children's learning. Developmental psychology, 24(6), 832. DOI: https://doi.org/10.1037//0012-1649.24.6.832
Samadun, S., Setiani, R., Dwikoranto, D., & Marsini, M. (2023). Effectiveness of Inquiry Learning Models to Improve Students' Critical Thinking Ability. IJORER : International Journal of Recent Educational Research, 4(2), 203-212. https://doi.org/10.46245/ijorer.v4i2.277 DOI: https://doi.org/10.46245/ijorer.v4i2.277
Santana-Vega, L. E., Suárez-Perdomo, A., & Feliciano-García, L. (2020). Inquiry-based learning in the university context: A systematic review [Article]. Revista Espanola de Pedagogia, 78(277), 519-537. https://doi.org/10.22550/REP78-3-2020-08 DOI: https://doi.org/10.22550/REP78-3-2020-08
Schmid, S., & Bogner, F. X. (2015). Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge. Education Research International, 2015, 826734. https://doi.org/10.1155/2015/826734 DOI: https://doi.org/10.1155/2015/826734
Shafaei, A., & Razak, N. A. (2016). Internationalisation of higher education: Conceptualising the antecedents and outcomes of cross-cultural adaptation. Policy Futures in Education, 14(6), 701-720. https://doi.org/10.1177/1478210316645017 DOI: https://doi.org/10.1177/1478210316645017
Smalley, S. W., Solomonson, J., & Schramm, K. R. (2020). The Role of Collaboration Throughout the Agricultural Education Student Teaching Experience. Journal of Agricultural Education, 61(4), 329-342. https://doi.org/10.5032/jae.2020.04329 DOI: https://doi.org/10.5032/jae.2020.04329
Sukma, E. S., Raharjo, T. J., & Cahyono, A. N. (2022). Critical & Creative Thinking Ability given the Inquiry Component in Elementary School Science Lessons. Thinking Skills and Creativity Journal, 5(2), 36-42. https://doi.org/10.23887/tscj.v5i2.52121 DOI: https://doi.org/10.23887/tscj.v5i2.52121
Sun, Y., Yan, Z., & Wu, B. (2022). How differently designed guidance influences simulation-based inquiry learning in science education: A systematic review [Review]. Journal of Computer Assisted Learning, 38(4), 960-976. https://doi.org/10.1111/jcal.12667 DOI: https://doi.org/10.1111/jcal.12667
Tornee, N., Bunterm, T., & Tang, K. N. (2017). The impacts of inquiry-based learning model on teaching science subject: A case study in Thailand [Article]. Turkish Online Journal of Educational Technology, 2017(December Special Issue INTE), 395-402. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057642228&partnerID=40&md5=90127d35f0a860b83135b1c8d45b7311
Varadarajan, S., & Ladage, S. (2021). Adapting an inquiry-based approach for undergraduate chemistry laboratory courses: an exploratory study [Article]. Current Science, 121(3), 354-359. https://doi.org/10.18520/cs/v121/i3/354-359 DOI: https://doi.org/10.18520/cs/v121/i3/354-359
Verawati, N. N. S. P., Wahyudi, W., Ayub, S., Putriawati, W., & Prayogi, S. (2020). Effect of Inquiry Creative Process Learning Models on Improving the Critical Thinking Ability of Prospective Science Teachers. Bioscientist: Jurnal Ilmiah Biologi, 8(2), 294-300. DOI: https://doi.org/10.33394/bjib.v8i2.3214
Wang, W., & Black Delfin, A. (2021). Learning Chinese Mandarin characters in an English-speaking country: The development of a child’s symbolic mind. Journal of Childhood, Education & Society, 2(2), 87-105. https://doi.org/10.37291/2717638X.20212276 DOI: https://doi.org/10.37291/2717638X.20212276
Widodo, W., & Mawarto, M. (2020). Investigating the role of innovative behavior in mediating the effect of transformational leadership and talent management on performance. Management Science Letters, 10(10), 2175-2182. DOI: https://doi.org/10.5267/j.msl.2020.3.019