Improving Student Learning Outcomes and Critical Thinking Skills Using the Inquiry Learning Model

Abstract

This study aims to implement the Inquiry Learning model to enhance learning outcomes and critical thinking skills among students in Phase D of Class VIII at Assisi Medan Catholic Private Junior High School. The research process utilized the classroom action research (CAR) method involving 26 eighth-grade students in Phase D during the academic year 2023/2023. The analysis results indicate a significant improvement in applying the Inquiry Learning model across various cycles. For instance, during the orientation phase, the percentage increased from 62.5% in Cycl 58.33% in the subsequent cycle, representing a 10% increase. Similarly, there was a notable enhancement in students' critical thinking abilities, particularly in providing explanations, building basic skills, making inferences, offering further explanations, and devising strategies and tactics. For example, in the stage of providing further explanations, the percentage rose from an initial 38.46% of successful students to 60.25% in the following cycle, marking a 56.65% increase. However, there was a significant decrease in students' eloquence skills and criteria for eligibility. For instance, in eloquence skills, the percentage of students dropped drastically from 65% in the first cycle to 15.38% in the subsequent cycle, experiencing a decline of -49.62%. Research recommendations include facilitating teachers in implementing effective Inquiry Learning models and expanding project-based and interactive learning approaches.