Context-Based Inquiry Learning as an Innovative Strategy in Improving High School Students' Critical Thinking Skills
DOI:
https://doi.org/10.19184/bioedu.v24i1.53770Keywords:
Context-based inquiry learning, Critical thinking, Plant species diversityAbstract
This study investigated the effectiveness of the Context-Based Inquiry Learning (CBIL) model in improving high school students’ critical thinking skills in plant diversity. CBIL integrates real-life contexts with structured scientific inquiry processes to promote analytical and reflective thinking. A quasi-experimental design with a non-equivalent control group was employed, involving 69 tenth-grade students from a public senior high school in Sukabumi City selected through purposive sampling. The experimental group received CBIL instruction, while the control group received discovery-based instruction. Instruments included a critical thinking skills test, an attitude scale, and a student response questionnaire. The results showed that the experimental group achieved a higher average N-Gain score (0.81 ± 0.10, high category) compared to the control group (0.53 ± 0.10, moderate category). An independent-samples t-test indicated a statistically significant difference between groups (p < 0.05). Supporting data revealed positive critical thinking attitudes and very favorable student responses (91.18% ± 12.04). These findings demonstrate that CBIL is an effective, contextually grounded instructional approach for enhancing students’ critical thinking skills in biology.
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