The effect of inquiry-based science learning on students’ level of thinking

Abstract

Student thinking in biology lessons has become the main focus of several recent studies. The research aims to reveal: (1) Differences in student level of thinking before and after the implementation of inquiry-based science learning; (2) Differences in student level of thinking before and after the application of conventional learning; and (3) differences in student level of thinking between students taught by inquiry-based science learning and conventional learning. Samples were 63 students in class X IPA SMA Negeri 2 Fakfak, West Papua. A total of 30 students in the experimental group, and 33 students in the control group. Data were collected using 9 items of students’ thinking ability test. To measure the thinking level of students, rubric 5 levels of SOLO Taxonomy are used. Data analysis were used Wilcoxon test and Mann Whitney Test. The results of the analysis show that 29 students experienced an increase and 1 student remained at the level of thinking in inquiry-based science learning class (p < .05), 14 students experienced an increase and 19 students remained at the level of thinking in the conventional learning class (p < .05), and students who taught inquiry science learning has a better level of thinking compared to students in conventional learning (p < .05). We conclude that inquiry-based science learning has a better effect on the level of thinking of students than conventional learning. Going forward, to improve students’ thinking skills, teachers can use inquiry-based science learning.