Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Berpikir Kritis Siswa dalam Pendidikan Sains

Alif Muhammad Hafiz Ihsan; Laifa Rahmawati; Antuni Wiyarsi

doi:10.31539/t7fxex47

Authors

Alif Muhammad Hafiz Ihsan Universitas Negeri Yogyakarta
Laifa Rahmawati Universitas Negeri Yogyakarta
Antuni Wiyarsi Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.31539/t7fxex47

Abstract

This study aimed to analyze the distribution and synthesize the main findings regarding the implementation of guided inquiry learning in developing students’ critical thinking skills in science education in Indonesia. The study employed a Systematic Literature Review (SLR) method referring to the PRISMA framework. A total of 27 articles published between 2016 and 2026 were analyzed based on educational level, science discipline, methodological characteristics, and major findings. The results showed that studies on guided inquiry learning and critical thinking skills were predominantly conducted at the senior high school level, while studies at the elementary and junior high school levels remained limited. At the senior high school level, physics was the most frequently investigated science discipline. Most studies reported that the implementation of guided inquiry learning was associated with improvements in students’ critical thinking skills, as indicated by increased posttest scores, moderate to high N-Gain scores, and significant differences between the experimental and control groups. Guided inquiry learning also facilitated students’ active engagement in scientific investigation, problem-solving, discussion, and evidence-based reasoning. Based on the synthesis, guided inquiry learning has the potential to serve as an effective approach to developing critical thinking skills in science education. However, further studies at the elementary and junior high school levels and in science disciplines other than physics are still needed.

Keywords: Critical Thinking, Guided Inquiry, Science Education, Systematic Literature Review

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