The Influence of the Implementation of the Guided Inquiry Learning Method on Students’ Critical Thinking Skills

Damayanti Damayanti

Abstract


This study aims to examine the effect of the guided inquiry learning method on students’ critical thinking skills in Economics, particularly on the topic of “Monetary and Fiscal Policy” at SMAN 7 Bandung during the 2024/2025 academic year. The research used a quasi-experimental design (non-equivalent control group design), involving Class XI I as the experimental group and Class XI H as the control group. Data were collected through observation and a written test consisting of 10 essay questions developed based on critical thinking indicators. The hypothesis was tested using paired sample t-test and independent sample t-test. The results showed a significant improvement in the critical thinking skills of students in the experimental class after receiving treatment using the guided inquiry method. The N-gain score in the experimental class reached 0.70, classified as moderate and “fairly effective,” while the control class only reached 0.34, categorized as “ineffective.” These findings indicate that the guided inquiry learning method is more effective than conventional teaching in enhancing students’ critical thinking skills. Thus, guided inquiry can serve as a suitable alternative to improve learning outcomes in Economics by promoting analytical thinking and active student engagement.

Keywords


Guided Inquiry Learning, Critical Thinking Skills, Economics Education, Quasi-Experimental Design, Monetary and Fiscal Policy.

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References


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DOI: https://doi.org/10.17509/jpei.v7i2.82557

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