Video-Based IBL and Conventional Approaches to Critical Thinking Skills in Terms of Gender

Abstract

This research will describe the interaction of learning and gender approaches to the critical thinking skills of Science Elementary School students. This study used a quasi-experimental design method using a 2 x 2 factorial research design and saturated samples. Data were collected using the essay questions given at the beginning and end of the treatment. Test the hypothesis using Two way ANOVA. This study resulted in differences in critical thinking skills among students who were given treatment with video-based IBL approach in science learning is higher than conventional. Critical thinking skills among the group of female students outnumbered male students. There is no interaction effect of the video-based inquiry-based learning (IBL) strategy and gender on critical thinking skills. In the group of female students, the critical thinking ability of students who were given a video-based IBL approach was higher than conventional. In the group of male students, students who received a video-based IBL approach demonstrated greater critical thinking skills than conventional students. In the group of students who were given a video-based IBL approach, female students outperformed male students in critical thinking abilities. Male students have a stronger critical thinking capacity than female students in the group of students given the standard approach.