Effect of the guided inquiry model on students’ creative thinking skills

Yuniarti Mellia Triana; Sri Untari; Didik Sukriono

doi:10.64014/jik.v23i2.175

Effect of the guided inquiry model on students’ creative thinking skills

Yuniarti Mellia Triana ^{Universitas Negeri Malang,} , Sri Untari ^{Universitas Negeri Malang,} , Didik Sukriono ^{Universitas Negeri Malang,} ,

29 May 2026 · Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026 · Articles

Downloads

Download PDF (English)

Abstract

Creative thinking has become a fundamental competency for 21st-century learners and needs to be cultivated through meaningful classroom practices. This study analyzes the impact of the guided inquiry learning model, applied through a case study, on the creative thinking abilities of eighth-grade students at SMP Negeri 1 Pakis. The research employed a quasi-experimental design with a non-equivalent control group, with class VIII D (34 students) as the experimental group and class VIII B (34 students) as the control group. Data were obtained from essay tests on creative thinking administered before and after learning, complemented by observation sheets and documentation. The data analysis included descriptive statistics, normality and homogeneity tests, paired-samples t-tests, and independent-samples t-tests. The findings revealed that although both groups started with comparable initial abilities, students in the experimental group demonstrated significantly greater improvement after treatment, especially in fluency, flexibility, originality, and elaboration. These results suggest that guided inquiry learning is effective in enhancing creative thinking and can be implemented as an alternative strategy to promote higher-order thinking in Civics Education.

Abstrak

Kemampuan berpikir kreatif merupakan kompetensi penting abad ke-21 yang perlu ditumbuhkan melalui pembelajaran yang bermakna di sekolah. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran inkuiri terbimbing dengan pendekatan studi kasus terhadap kemampuan berpikir kreatif murid kelas VIII SMP Negeri 1 Pakis. Penelitian ini menggunakan metode kuasi-eksperimen dengan desain non-equivalent control group, melibatkan kelas VIII D (34 murid) sebagai kelompok eksperimen dan kelas VIII B (34 murid) sebagai kelompok kontrol. Data penelitian diperoleh melalui tes esai berpikir kreatif yang diberikan sebelum dan setelah pembelajaran, serta diperkuat dengan lembar observasi dan dokumentasi. Analisis data dilakukan menggunakan statistik deskriptif, uji normalitas, uji homogenitas, uji t berpasangan, dan uji t independen. Hasil penelitian menunjukkan bahwa meskipun kedua kelompok memiliki kemampuan awal yang relatif seimbang, peningkatan yang lebih signifikan ditunjukkan oleh kelompok eksperimen setelah perlakuan, terutama pada aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Temuan ini membuktikan bahwa model pembelajaran inkuiri terbimbing efektif dalam mengembangkan kemampuan berpikir kreatif dan dapat dijadikan strategi alternatif untuk menumbuhkan keterampilan berpikir tingkat tinggi dalam pembelajaran PPKn.

Kata Kunci: berpikir kreatif; inkuiri terbimbing; model pembelajaran; Pendidikan Pancasila dan Kewarganegaraan

Keywords : creative thinking , guided inquiry , learning model , Pancasila and Civic Education

References

Aflah, A. N., Ananda, R., Surya, Y. F., & Sutiyan, O. S. J. (2023). Upaya meningkatkan kemampuan berpikir kreatif menggunakan model project-based learning pada siswa sekolah dasar. Autentik: Jurnal Pengembangan Pendidikan Dasar, 7(1), 57-69.

Al Abri, M. H., Al Aamri, A. Y., & Elhaj, A. M. A. (2024). Enhancing student learning experiences through integrated constructivist pedagogical models. European Journal of Contemporary Education and E-Learning, 2(1), 130-149.

Algiani, S. R., Artayasa, I. P., Sukarso, A. A., & Ramdani, A. (2023). Application of guided inquiry model using self-regulated learning approach to improve student's creative disposition and creative thinking skill in Biology subject. Jurnal Penelitian Pendidikan IPA, 9(1), 221-230.

Asriani, R., Hakim, A., & Efwinda, S. (2021). Efektivitas model pembelajaran inkuiri terbimbing untuk meningkatkan kemampuan berpikir kreatif siswa SMA pada materi momentum dan impuls. Jurnal Literasi Pendidikan Fisika (JLPF), 2(1), 34-43.

Basri, M. (2022). Perbandingan model pembelajaran inkuiri dan model problem-based learning berbantuan media audio visual terhadap kemampuan berfikir kritis murid pada muatan pembelajaran IPS kelas V sekolah dasar. Jurnal Pendidikan Dasar, 13(2), 15-25.

Biringan, J., Limeranto, R. F., & Sample, F. L. K. (2025). Approach learning high-order thinking skills to improve civic knowledge in Pancasila and Civic Education. Jurnal Civics: Media Kajian Kewarganegaraan, 22(1), 159–165.

Gericke, N., Högström, P., & Wallin, J. (2023). A systematic review of research on laboratory work in secondary school. Studies in Science Education, 59(2), 245-285.

Gradini, E., Noviani, J., & Ulya, K. (2025). Fostering higher-order thinking skills in Mathematics education: strategies, challenges, and classroom practices. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 13(2), 135-163.

Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The community of inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning. Journal of Computer Assisted Learning, 37(5), 1479-1493.

Hikmah, N., Zawawi, I., & Suryanti, S. (2023). Pengaruh model pembelajaran inkuiri terbimbing terhadap pemahaman konsep peserta didik. Postulat: Jurnal Inovasi Pendidikan Matematika, 4(1), 21-33.

Istiana, I., Jatmiko, B., & Prahani, B. K. (2023). Effectiveness of implementing guided inquiry to improve students' critical thinking skills. SAR Journal, 6(4), 275-280.

Istikomah, Utaminingsih, S., & Sumaji. (2022). The effectiveness of guided inquiry on understanding mathematical concepts. ANP Journal of Social Science and Humanities, 3(1), 70-76.

Kotsis, K. T. (2024). Integrating inquiry-based learning in the new Greek primary science curriculum. European Journal of Education and Pedagogy, 5(6), 63-71.

Kristiyan, C., Sumarno, S., & Dwijayanti, I. (2023). Pengaruh model pembelajaran mind mapping dan model pembelajaran inkuiri terhadap kemampuan berpikir kreatif pada peserta didik kelas IV di sekolah dasar Kabupaten Demak. Khirani: Jurnal Pendidikan Anak Usia Dini, 1(2), 123-137.

Lethulur, N. D., Juandi, D., & Dahlan, J. A. (2025). The effectiveness of discovery, inquiry, problem, and project-based learning in mathematics education: a systematic literature review. Jurnal Pendidikan MIPA, 26(1), 268-279.

Lubis, N. M. S. (2021). Perbedaan berpikir kreatif dan pemecahan masalah matematis siswa dengan model STAD dan inkuiri. Relevan: Jurnal Pendidikan Matematika, 1(1), 42-46.

Marfilinda, R., Nissa, A., Tulljanah, R., Rossa, R., Zuleni, E., Helmi, W. M., & Al-Mawla, M. A. W. J. (2025). Pengaruh model pembelajaran inkuiri terhadap kreativitas belajar peserta didik pada pembelajaran IPA sekolah dasar. Journal of Education Research, 6(1), 34-42.

Marianingsih, I. (2025). Creative thinking development in primary school students through inquiry-based instruction. Journal of Islamic Elementary Education, 3(1), 48-58.

Mishra, N. R. (2023). Constructivist approach to learning: an analysis of pedagogical models of social constructivist learning theory. Journal of Research and Development, 6(01), 22-29.

Nilimaa, J. (2023). New examination approach for real-world creativity and problem-solving skills in Mathematics. Trends in Higher Education, 2(3), 477-495.

Nurakenova, A., & Nagymzhanova, K. (2024). A study of psychological features related to creative thinking styles of university students. Journal of Psycholinguistic Research, 53(1), 1-11.

Paethrangsi, N., Teekasap, S., & Khiewpan, R. (2024). Empowering students’ autonomous learning through self-regulation, metacognitive strategies, and collaborative learning environments. Journal of Liberal Arts RMUTT, 5(1), 69-79.

Pratama, F. Y., Mahardiani, L., & Bramastia, B. (2025). Research trends of creative thinking skill in science education journals in Indonesia: design analysis and data analysis techniques. Journal of Environment and Sustainability Education, 3(1), 88-98.

Purwanto, M. B., Hartono, R., & Wahyuni, S. (2023). Essential skills challenges for the 21st century graduates: creating a generation of high-level competence in the industrial revolution 4.0 era. Asian Journal of Applied Education (AJAE), 2(3), 279-292.

Rahayu, O., & Yuliana, S. (2025). The effectiveness of implementing the constructivist learning model in improving elementary school students' conceptual understanding. Didaskalos Journal, 1(1), 17-24.

Revenko, I., Hlianenko, K., Sosnova, M., Vlasenko, R., & Kolodina, L. (2024). The exploration of pedagogical approaches and methods that are designed to stimulate the creative thinking of students. Cadernos de Educação Tecnologia e Sociedade, 17(1), 137-146.

Salim, A. S., & Ridlo, S. (2023). The influence of discovery learning model on motivation, creative thinking ability, and students learning outcomes in science education for grade V elementary school. International Journal of Research and Review, 10(7), 621-631.

Salsabila, I. D., Maharani, C. A., Aidilia, E., & Fajriyah, R. Z. (2025). Efektivitas model pembelajaran inkuiri terbimbing dalam mengembangkan keterampilan berpikir kritis siswa SD. Didaktika, 5(2), 203-214.

Santoso, N. R. B., & Widodo, W. (2023). Penerapan model inkuiri terbimbing berbantuan PhET simulations untuk meningkatkan keterampilan pemecahan masalah pada materi tekanan zat cair. Pensa E-Jurnal: Pendidikan Sains, 11(2), 188-193.

Sarifah, F., & Nurita, T. (2023). Implementasi model pembelajaran inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis dan kolaborasi siswa. Pensa E-Jurnal: Pendidikan Sains, 11(1), 22-31.

Shi, Y., Yang, H., Dou, Y., & Zeng, Y. (2023). Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis. Asia Pacific Education Review, 24(3), 303-317.

Sun, Y., Yan, Z., & Wu, B. (2022). How differently designed guidance influences simulation‐based inquiry learning in science education: a systematic review. Journal of Computer Assisted Learning, 38(4), 960-976.

Suryani, L., Seto, S. B., & Bantas, M. G. D. (2020). Hubungan efikasi diri dan motivasi belajar terhadap hasil belajar berbasis e-learning pada mahasiswa program studi pendidikan Matematika Universitas Flores. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 6(2), 275-283.

Suyundikova, M. K., Zhumataeva, E. O., Suyundikov, M. M., & Snopkova, E. I. (2021). Prerequisites defining the trajectory of creative thinking. Образование И Наука, 23(3), 75-100.

Syahriani, F., & Yufriadi, F. (2023). Empowering the future: innovative education strategies for global skills in the context of the golden generation 2045. International Journal of Applied, 1(2), 121-134.

Utari, R. S., & Gustiningsi, T. (2021). Developing of higher order thinking skill in relation and function to support student’s creative thinking. Jurnal Pendidikan Matematika, 15(1), 49-60.

Wahyuni, R., & Witarsa, R. (2023). Penerapan metode inkuiri untuk mengembangkan kemampuan berpikir kreatif siswa sekolah dasar. Journal of Education Research, 4(1), 203-209.

Yao, J. (2023). Exploring experiential learning: enhancing secondary school chemistry education through practical engagement and innovation. Journal of Education, Humanities and Social Sciences, 22(1), 475-484.

Zaiyar, M., & Rusmar, I. (2020). Students' creative thinking skill in solving Higher Order Thinking Skills (HOTS) problems. Al-Jabar: Jurnal Pendidikan Matematika, 11(1), 111-120.

Zhang, J., & Zhang, Z. (2024). AI in teacher education: unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871-1885.