Guided inquiry learning model effectiveness in improving students’ creative thinking skills in science learning

Abstract

This study was aimed at analyzing the effectiveness of guided inquiry learning model in improving students’ creative thinking skills in science learning. It was a quasi-experimental research with nonequivalent pretest-posttest control group design. The population was the eighth-grade students in secondary school. The sample included 54 students; 26 students in the experimental group and 26 students in the control group. The students in the experimental group learned through guided inquiry learning model, whereas the ones in the control group learning through direct instruction model. The data on students’ creative thinking skills were collected through the creative thinking skills test. The data were analyzed through descriptively and inferential analysis, namely the independent sample t-test with 5% significance level. The results showed that guided inquiry learning model more effective than direct instruction model in improving students’ creative thinking skills. The average score of students’ creative thinking skills in experimental and control groups were 90.0 and 79.4 respectively.