The Effect of a Macromedia Flash-based Guided Inquiry on Students’ Critical Thinking Skill and Self-Regulated Learning

Abstract

This study aims to determine the effect of a macromedia flash-based guided inquiry model on students’ critical thinking skill and self-regulated learning. This study was a quasi-experiment, with a post-test only group design. The subjects were 96 eleventh-graders of divided into two groups. Fifty students in the experimental group used macromedia flash-based guided inquiry model and 46 students in the control group used direct instruction model. Data collection techniques were a test of critical thinking skill consisting seven essay questions to see students’ critical thinking skill and a questionnaire of self-regulated learning consisting 33 statements to see students’ self-regulated learning. The data were analyzed using MANOVA. The results showed that students taught with macromedia flash-based guided inquiry model have a statistically difference on their critical thinking skill and self-regulated learning at significance level 0.05 while students taught with direct instruction model showed critical thinking at lower level. In conclusion, a macromedia flash-based guided inquiry model can improve students’ critical thinking skill and students’ self-regulated learning.