The Application of the Inquiry Learning Model to Enhance Critical Thinking Skills in Science and Social Studies (IPAS) Instruction for Grade III Students at SD Negeri 3 Kota Mobagu
DOI:
10.51601/ijersc.v7i5.1131Published:
2026-11-02Downloads
Abstract
This classroom action research aimed to improve students' critical thinking skills through the Inquiry Learning model in Natural and Social Sciences (IPAS) lessons on heat energy sources in Grade III at SD Negeri 3 Kotamobagu. The study was conducted in two cycles with 29 students, each cycle consisting of planning, action, observation, and reflection. Data were collected through an essay test based on five of Ennis' critical thinking indicators (Focus, Reason, Inference, Situation, Clarity) and through observation of teacher and student activities. In Cycle I, the mean critical thinking score was 58.10, with classical mastery (minimum category Good, score ≥ 60) of 51.72%; student activity was 66.25% and teacher activity was 71.43%, both in the Good category. After improvements in Cycle II, namely stronger teacher guidance, guiding questions, and greater student involvement in inquiry activities, the mean score rose to 77.76 with classical mastery of 93.10%; student activity increased to 88.75% and teacher activity to 91.96%, both in the Very Good category. Based on the school's learning objective achievement criterion (score ≥ 75), classical mastery rose from 24.14% to 72.41%, which is still below the 75% target. These results indicate an improvement in students' critical thinking after the implementation of the Inquiry Learning model.
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