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The Impact of Inquiry-Based Learning on Students' Critical Thinking in Biology Education Programs within Open and Distance Learning Systems

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 3 (2024)

DOI
10.15294/7sty9026
ISSN
2089-4392, 2339-1286
Terbit
2024-08-28
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study examines the impact of Inquiry-Based Learning (IBL) on enhancing critical thinking skills in an open and distance learning (ODL) environment, focusing on a biology education program. The research employed a pre-experimental one-group posttest-only design with 35 students participating in online sessions. These sessions involved formulating questions, designing experiments, conducting observations, and analyzing data. Quantitative analysis using percentages, means, standard deviations, and regression revealed that over 75% of students achieved very good performance in key areas like formulating hypotheses and designing experiments. The regression analysis confirmed that IBL significantly affected critical thinking skills (R² = 0.849; p = 0.05). The study concludes that a systematic learning design that encourages active learning and provides continuous feedback is crucial for developing critical thinking skills in ODL settings. These findings provide insights for curriculum developers and educators to optimize IBL implementation, thereby enhancing educational outcomes and fostering independent learning in distance education environments. Further research is suggested to refine this approach and ensure deeper understanding and application of scientific principles.

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18 penulis · 36 tautan kepenulisan bersama · 10 lintas organisasi

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  • Indonesia Open University
  • Indonesia University of Education
  • Sebelas Maret University
  • Universiti Teknologi MARA
  • State University of Malang
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Dyah Aniza KismiatiIndonesia Open University3
Zakirman ZakirmanIndonesia Open University2
Mery NoviyantiIndonesia Open University1
Yos SudarsoIndonesia Open University1
Rafidah Abd KarimUniversiti Teknologi MARA1
Tita RositaIndonesia Open University1
Dony Darma SagitaIndonesia Open University1
Sri RedjekiIndonesia University of Education1
Ari WidodoIndonesia University of Education1
Sulistyo SaputroSebelas Maret University1
Nurma Yunita IndriyantiSebelas Maret University1
I Made SulandraState University of Malang1
Fanandri DiyaulhaqIndonesia Open University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, pertama di-harvest 29 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Impact of Inquiry-Based Learning on Students' Critical Thinking in Biology Education Programs within Open and Distance Learning Systems</dc:title>
	<dc:creator xml:lang="en">Sapriati, Amalia</dc:creator>
	<dc:creator xml:lang="en">Rahayu, Ucu</dc:creator>
	<dc:creator xml:lang="en">Sausan, Inas </dc:creator>
	<dc:creator xml:lang="en">Sekarwinahyu, Mestika </dc:creator>
	<dc:creator xml:lang="en">Anam, Rif'at Shafwatul </dc:creator>
	<dc:subject xml:lang="en">critical thinking, biology, inquiry-based learning, open and distance learning </dc:subject>
	<dc:description xml:lang="en">This study examines the impact of Inquiry-Based Learning (IBL) on enhancing critical thinking skills in an open and distance learning (ODL) environment, focusing on a biology education program. The research employed a pre-experimental one-group posttest-only design with 35 students participating in online sessions. These sessions involved formulating questions, designing experiments, conducting observations, and analyzing data. Quantitative analysis using percentages, means, standard deviations, and regression revealed that over 75% of students achieved very good performance in key areas like formulating hypotheses and designing experiments. The regression analysis confirmed that IBL significantly affected critical thinking skills (R² = 0.849; p = 0.05). The study concludes that a systematic learning design that encourages active learning and provides continuous feedback is crucial for developing critical thinking skills in ODL settings. These findings provide insights for curriculum developers and educators to optimize IBL implementation, thereby enhancing educational outcomes and fostering independent learning in distance education environments. Further research is suggested to refine this approach and ensure deeper understanding and application of scientific principles.  </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-08-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/5789</dc:identifier>
	<dc:identifier>10.15294/7sty9026</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 13 No. 3 (2024): September 2024</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/5789/1315</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>