The Effect of Inquiry-Based Learning (IBL) on Junior High School Students’ Mathematical Communication Skills and Creativity in Algebra

Abstract

This research aims to describe; the effect of the Inquiry-Based Learning (IBL) model on students' mathematical communication skills and creativity; the instructional model that has a greater effect between the Inquiry-Based Learning (IBL) model and the Direct Instruction model on students' mathematical communication skills; the instructional model that has a greater effect between the Inquiry-Based Learning (IBL) model and the Direct Instruction model on students' creativity. The population in this study consisted of all seventh-grade students at SMPN 1 Sampung. This research is a quasi-experimental study. The samples were class VII A and VII B students. Class VII A was the experimental class using the Inquiry-Based Learning (IBL) model, and class VII B was the control class using the Direct Instruction model. The data collection methods used were a mathematical communication skill test and a creativity questionnaire. The reliability of the instruments was confirmed using Cronbach's Alpha. To determine the influence of the applied instructional models, Hotelling’s T² test was used. To compare which instructional model had a greater effect, an independent samples t-test was employed. The results of the study show that: the Inquiry-Based Learning (IBL) model had an effect on students’ mathematical communication skills and creativity; the Inquiry-Based Learning (IBL) model had a greater effect than the Direct Instruction model on students' mathematical communication skills; the Inquiry-Based Learning (IBL) model had a greater effect than the Direct Instruction model on students' creativity.