Meta Analysis: Analysis of Students' Mathematical Critical Thinking Ability Through the Inquiry Learning Model
Keywords:
Inquiry Model Learning, Mathematical Critical Thinking Skills, Meta Analysis
Abstract
Purpose of the study: The importance of critical mathematical thinking skills in mathematics learning in the current era of the industrial revolution and globalization has encouraged research to evaluate the impact of learning models, one of which is the inquiry model, on students' critical mathematical thinking skills.
Methodology: This meta-analysis review was conducted using the stages of data collection, literature review using PRISMA, statistical analysis, qualitative study, and conclusions. Data were collected through national and international journals and proceedings indexed by Sinta or Scopus to make the information obtained more credible. This study uses the PRISMA framework with the steps identification, screening, eligibility, and inclusion to help transparency, consistency, and completeness of reporting the results of the meta-analysis review.
Main Findings: Based on the research results, inquiry learning significantly influences students' critical mathematical thinking skills. This is evidenced by increased motivation, curiosity, and student involvement in learning. However, this finding requires follow-up in the future, for example, the development of innovations in textbook learning in the form of textbooks or other learning media.
Novelty/Originality of this study: The study analysis of the process of students' critical mathematical thinking skills towards the inquiry learning model in this study was conducted by citing various cross-disciplinary studies and studies from multiple countries or regions to balance more detailed analysis perspectives globally.
References
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[30] F. Ghaemi and S. J. G. Mirsaeed, “The impact of inquiry-based learning approach on critical thinking skill of EFL students,” Efl Journal, vol. 2, no. 2, pp. 89-102, 2017.
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[2] P. A. Facione and N. C. Facione, “Critical thinking for life: Valuing, measuring, and training critical thinking in all its forms,” Inquiry: Critical thinking across the disciplines, vol. 28, no. 1, pp. 5-25, 2013.
[3] Y. Ariany, A. Ardi, and Y. L. Rahmi. “Analisis Pemahaman Guru IPA se-Kecamatan Lima Kaum terhadap Pelaksanaan Standar Proses dan Standar Penilaian Kurikulum 2013,” Jurnal Eksakta Pendidikan (Jep), vol. 2, no. 1, pp. 56-63, 2018.
[4] O. L. U. Enciso, D. S. U. Enciso and M. D. P. Daza, “Critical thinking and its importance in education: Some reflections,” Rastros Rostros, vol. 19, no. 34, pp. 78-88, 2017.
[5] F. Kalelioğlu and Y. Gülbahar, “The effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion,” Journal of Educational Technology & Society, vol. 17, no. 1, pp. 248-258, 2014.
[6] T. W. Luke, “What is critical?,” Critical Policy Studies, vol. 10, no. 1, pp. 113-116, 2016.
[7] M. T. Braza and S. S. Supapo, Effective solutions in the implementation of the K to12 mathematics curriculum. West Visayas State University. Iloilo City, 2014.
[8] S. ŽivkoviĿ, “A Model of Critical Thinking as an Important Attribute for Success in the 21st Century,” Procedia Soc Behav Sci, vol. 232, pp. 102–108, Oct. 2016, doi: 10.1016/j.sbspro.2016.10.034.
[9] Y. M. Heong, L. C. Sern, T. T. Kiong, and M. M. Binti Mohamad, “The Role of Higher Order Thinking Skills in Green Skill Development,” MATEC Web of Conferences, vol. 70, Aug. 2016, doi: 10.1051/matecconf/20167005001.
[10] S. Hadi and Novaliyosi, “TIMSS INDONESIA (TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY),” Prosiding Seminar Nasional & Call For Papers, pp. 562–529, Dec. 2019.
[11] I. Agus and A. N. Purnama, “Eksplorasi kemampuan berpikir kritis matematika berdasarkan keyakinan (belief) siswa,” Jurnal Tadris Matematika, vol. 5, no. 1, pp. 17-28, 2022.
[12] J. Shara, G. Kadarisma, and W. Setiawan, “Analisis kemampuan berpikir kritis matematis siswa SMP pada materi fungsi kuadrat,” Journal on Education, vol. 1, no. 2, pp. 450-456, 2019.
[13] X. Jia et al., “The influence of teaching methods on creative problem finding,” Think Skills Creat, vol. 24, pp. 86–94, Jun. 2017, doi: 10.1016/j.tsc.2017.02.006.
[14] Y. L. Rahmi, E. Novriyanti, A. Ardi and R. Rifandi, “Developing Guided Inquiry-Based Student Lab Worksheet for Laboratory Knowledge Course,” In IOP Conference Series: Materials Science and Engineering, vol. 335, no. 1, pp. 012082, 2018.
[15] Y. L. Rahmi, H. Alberida and M. Y. Astuti, “Enhancing students’ critical thinking skills through inquiry-based learning model,” In Journal of Physics: Conference Series, vol. 1317, no. 1, pp. 012193, 2019.
[16] N. P. Murnaka, Q. Almaisurie and S. Arifin, “Method on guided inquiry learning to improve students’ critical thinking abilities in facing the industrial revolution 4.0,” Int J Sci Technol Res., vol. 8, no. 9, 2019.
[17] H. S. Pratiwi and S. Prabawanto, S, “Effect of Inquiry Model on Mathematical Critical Thinking Ability of Primary School Students,” In International Conference on Elementary Education, vol. 2, no. 1, pp. 312-323, March, 2020.
[18] M. Isdianti, H. Nasrudin and E. Erman, “The effectiveness of STEM based inquiry learning packages to improving students’ critical thinking skill,” Journal for the Education of Gifted Young Scientists, vol. 9, no. 3, pp. 223-232, 2021.
[19] J. K. A. Artuz and D. B. Roble, “Developing students’ critical thinking skills in mathematics using online-process oriented guided inquiry learning (O-POGIL),” American Journal of Educational Research, vol. 9, no. 7, pp. 404-409, 2021.
[20] D. K. Dewi, W. Ardhana, T. C. Irtadji and A. Sulianti, “Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers,” International Journal of Information and Education Technology, vol. 11, no. 12, 2021.
[21] A. Pahrudin, G. Alisia, A. Saregar, A. Asyhari, A. Anugrah and N. E. Susilowati, “The Effectiveness of Science, Technology, Engineering, and Mathematics Inquiry Learning for 15-16 Years Old Students Based on K-13 Indonesian Curriculum: The Impact on the Critical Thinking Skills,” European Journal of Educational Research, vol. 10, no. 2, pp. 681-692, 2021.
[22] H. Pujiastuti, R. Haryadi and F. Ayatullah, “The influence of the Inquiry Learning Model on students mathematical critical thinking skill,” Unnes Journal Of Mathematics Education, vol. 8, no. 3, pp. 216-223, 2019.
[23] M. Mohzana, A. Bahansubu, H. T. Ramdani, M. Syahrul and A. R. Vanchapo, “The Influence of Inquiry Learning Model Implementation on Students Critical Thinking Ability in Class Learning Activities,” Journal on Education, vol. 6, no. 1, pp. 725-731, 2023.
[24] Y. L. Rahmi, H. Alberida and M. Y. Astuti, “Enhancing students’ critical thinking skills through inquiry-based learning model,” In Journal of Physics: Conference Series, vol. 1317, no. 1, pp. 012193, 2019.
[25] A. D. Saputro, E. Rohaeti and A. K. Prodjosantoso, “Promoting critical thinking and problem solving skills of Preservice elementary teachers through process-oriented guided-inquiry learning (POGIL),” International Journal of Instruction, vol. 11, no. 4, pp. 777-794, 2018.
[26] N. I. Zulfa, Zaenuri and W. Wardono, “Development of Guided Inquiry-Based Mathematical E-Module in Improving Critical Thinking Ability and Mathematical Disposition Ability,” International Journal of Research and Review, vol. 10, no. 4, pp. 456-464, 2023.
[27] T. A. Odupe and O. Z. Opeisa, “THE EFFECT OF GUIDED INQUIRY-BASED STRATEGY ON STUDENTS’ACADEMIC ACHIEVEMENT IN MATHEMATICS,” Abacus (Mathematics Education Series), vol. 44, no. 1, 2019.
[28] A. F. Sandi and A. T. Prasetyo, “Comparative Analysis of Guided Discovery and Guided Inquiry Models: Their Impact on High School Students' Analytical Thinking Abilities,” Future Space: Studies in Geo-Education, vol. 1, no. 3, pp. 277-285, 2024.
[29] G. A. Prameswari, R. Apriana and R. Wahyuni, “Pengaruh model inquiry learning terhadap kemampuan berpikir kritis matematis siswa pada materi fungsi kuadrat kelas X SMA Negeri 3 Singkawang,” JPMI (Jurnal Pendidikan Matematika Indonesia), vol. 3, no. 1, pp. 35-40, 2018.
[30] F. Ghaemi and S. J. G. Mirsaeed, “The impact of inquiry-based learning approach on critical thinking skill of EFL students,” Efl Journal, vol. 2, no. 2, pp. 89-102, 2017.
[31] Z. Amellia, M. Fonna and E. Isfayani, “Peningkatan Kemampuan Berpikir Kritis Matematis Siswa dengan Menggunakan Model Pembelajaran Inkuiri pada Siswa Kelas VII MTsS Jabal Nur,” Ar-Riyadhiyyat: Journal of Mathematics Education, vol. 3, no. 1, pp. 1-9, 2022.
[32] S. Nurdiansyah, R. Sundayana and T. Sritresna, “Kemampuan berpikir kritis matematis serta habits of mind menggunakan model inquiry learning dan model creative problem solving,” Mosharafa: jurnal pendidikan matematika, vol. 10, no. 1, pp. 95-106, 2021.
[33] Y. W. Sopari, Y. Daniarsa and N. Ulfatushiyam, “Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Kemampuan Berpikir Kritis, Komunikasi Matematis, Self-Efficacy Matematis,” Pasundan Journal of Mathematics Education Jurnal Pendidikan Matematika, vol. 12, no. 1, pp. 60-75, 2022.
[34] W. Hanggara and R. Widyatiningtyas, “Penerapan Model Pembelajaran Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa SMK,” INTERMATHZO, vol. 4, no. 2, pp. 123-127, 2019.
[35] H. Setianingsih, “Keefektifan problem solving dan guided inquiry dalam setting TAI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri,” Jurnal riset pendidikan matematika, vol. 3, no. 2, pp. 221-233, 2016.
[36] E. J. Byker, H. Coffey, S. Harden, A. Good, T. L. Heafner, K. E. Brown and D. Holzberg, “Hoping to Teach Someday? Inquire Within: Examining Inquiry-Based Learning with First-Semester Undergrads,” Journal of Inquiry and Action in Education, vol. 8, no. 2, pp. 54-80, 2017.
[37] A. Šorgo, B. Dojer, N. Golob, R. Repnik, S. Repolusk, I. Pesek, ... and N. Špur, “Opinions about STEM content and classroom experiences as predictors of upper secondary school students' career aspirations to become researchers or teachers,” Journal of Research in Science Teaching, vol. 55, no. 10, pp. 1448-1468, 2018.
[38] M. S. Rivera Maulucci, B. A. Brown, S. T. Grey and S. Sullivan, “Urban middle school students' reflections on authentic science inquiry,” Journal of Research in Science Teaching, vol. 51, no. 9, pp. 1119-1149, 2014.
[39] A. A. Zamista, “Increasing persistence of collage students in science technology engineering and mathematic (STEM),” Curricula: Journal Of Teaching and Learning, vol. 3, no. 1, 2018.
[40] S. Prayogi and L. Yuanita, “Critical-inquiry-based-learning: Model of learning to promote critical thinking ability of pre-service teachers,” In Journal of Physics: Conference Series, vol. 947, no. 1, pp. 012013, 2018. IOP Publishing.
[41] S. Andriani, E. Nurlaelah and K. Yulianti, “The effect of process oriented guided inquiry learning (POGIL) model toward students’ logical thinking ability in mathematics,” In Journal of Physics: Conference Series, vol. 1157, no. 4, pp. 042108, 2019, February. IOP Publishing.
[42] Ş. Şen, A. Yılmaz and Ö. Geban, “The effects of process oriented guided inquiry learning environment on students' self-regulated learning skills,” Problems of Education in the 21st Century, vol. 66, no. 54, 2015.
[43] L. S. Amijaya, A. Ramdani and I. W. Merta, “Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar dan kemampuan berpikir kritis peserta didik,” Jurnal Pijar Mipa, vol. 13, no. 2, pp. 94-99, 2018.
[44] B. Trilling and C. Fadel, “21st century skills: Learning for life in our times,” John Wiley & Sons, 2009.
[45] D. N. Marpaung and M. F. Azzajjad, “The effectiveness of student centre learning in experiment method on acid and base solution to increase student achievement,” Journal of Applied Science, Engineering, Technology, and Education, vol. 2, no. 1, pp. 32-36, 2020.
[46] J. Sıburıan, A. D. Corebıma and M. Saptasarı, “The correlation between critical and creative thinking skills on cognitive learning results,” Eurasian Journal of Educational Research, vol. 19, no. 81, pp. 99-114, 2019.
[47] H. Husni, “The effect of inquiry-based learning on religious subjects learning activities: An experimental study in high schools,” Jurnal Penelitian Pendidikan Islam, vol. 8, no. 1, pp. 43-54, 2020.
[48] G. Dwirahayu, D. Kustiawati and I. Bidari, “Pengaruh habits of mind terhadap kemampuan generalisasi matematis,” Jurnal Penelitian dan Pembelajaran Matematika, vol. 11, no. 2, 2018.
[49] N. Nurmala, E. E. Rohaeti and R. Sariningsih, “Pengaruh habits of mind (kebiasaan berpikir) terhadap pemecahan masalah matematik siswa SMP,” Journal on Education, vol. 1, no. 2, pp. 163-168, 2019.
[50] A. Burrows and T. Slater, “A proposed integrated STEM framework for contemporary teacher preparation,” Teacher Education and Practice, vol. 28, no. 2/3, pp. 318-330, 2015.
[51] D. A. Tillman, S. A. An, J. D. Cohen, W. Kjellstrom and R. L. Boren, “Exploring wind power: Improving mathematical thinking through digital fabrication,” Journal of Educational Multimedia and Hypermedia, vol. 23, no. 4, pp. 401-421, 2014.
[52] R. E. Slavin, “Psikologi pendidikan teori dan praktik jilid 1,” Jakarta: PT. Indeks, 2011.
[53] D. Lee, Y. Huh and C. M. Reigeluth, “Collaboration, intragroup conflict, and social skills in project-based learning,” Instructional science, vol. 43, pp. 561-590, 2015.
Published
2025-01-08
How to Cite
[1]
B. M. Suryonegoro, W. Wardono, T. S. N. Asih, S. Mariani, I. Rosyida, and A. H. Aini, “Meta Analysis: Analysis of Students’ Mathematical Critical Thinking Ability Through the Inquiry Learning Model ”, Jor. Eva. Edu, vol. 6, no. 1, Jan. 2025.
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Copyright (c) 2025 Bayu Murti Suryonegoro, Wardono Wardono, Tri Sri Noor Asih, Scolastika Mariani, Isnaini Rosyida, Aulia Hurul Aini
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