The Implementation of an Inductive Model on Science Students’ Critical Thinking Skills during Online Learning

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For almost two years now, the world has faced the COVID-19 pandemic whereby face-to-face learning has changed to online learning. The most crucial component is that science students' abilities have not appropriately developed, particularly in critical thinking skills. Hence, this research aimed to examine the effectiveness of an Inductive Model during online learning to enhance science students' critical thinking skills. This quasi-experimental with explanatory mixed-method design involved pre-test and post-test sessions followed by a focused group interview. Sixty science students were divided into two groups: the control group and the treatment group. The control group (n = 30) was taught via online learning without using an Inductive Model, while the treatment group (n = 30) was taught via online learning using an Inductive Model. The results showed that the science students’ critical thinking achievement in the treatment group significantly improved based on the post-test results. The Levene's test showed that the pre-test scores of the two experimental groups were homogeneous before the experiment was conducted [F (1, 58) = 2.757, p > 0.05]. In the qualitative aspect, this study also found that students had an enjoyable session and were motivated (more interested, and fascinated) through the inductive learning session, and improved their critical thinking skills. In conclusion, science teachers need to be creative and competent in teaching and learning strategies to reinforce students' critical thinking skills.