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The Effect of an Ethnoscience-Based Guided Inquiry Learning Model on Students’ Critical Thinking Skills

Jurnal Phi : Jurnal Pendidikan Fisika dan Fisika Terapan · Vol. 12 No. 1 (2026) · pp. 66–73

DOI
10.22373/p-jpft.v12i1.33055
ISSN
2549-7162, 2460-4348
Published
2026-01-19
Publisher
Universitas Islam Negeri Ar-Raniry
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

This study aims to examine the effect of an ethnoscience-based guided inquiry learning model on students’ critical thinking skills in physics learning, particularly on sound wave topics. The study employed a quantitative approach with a quasi-experimental design and purposive sampling technique. The participants consisted of two Grade XI classes at SMAN 1 Dewantara with a total of 44 students, including 22 students in the experimental group and 22 students in the control group. Data were collected through critical thinking skills tests administered as pretests and posttests, as well as student response questionnaires. The results showed a significant difference in posttest scores, indicating that the ethnoscience-based guided inquiry learning model had a positive effect on students’ critical thinking skills. Students’ responses were also very positive, with an average score of 86.79%, suggesting that the model is interesting and feasible to be implemented in physics learning. The main contribution of this study is providing empirical evidence that the integration of ethnoscience in physics learning strengthens the connection between scientific concepts and local cultural contexts, making learning more meaningful, contextual, and relevant to students’ characteristics.

Keywords

Collaboration network of the authors

7 authors · 12 co-authorship links

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  • Malikussaleh University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Halimatus SakdiahMalikussaleh University1
Alchalil AlchalilMalikussaleh University1
Henni FitrianiMalikussaleh University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jurnal.ar-raniry.ac.id/index.php/jurnalphi/oai, first harvested 7 Nov 2026, last seen 7 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Effect of an Ethnoscience-Based Guided Inquiry Learning Model on Students’ Critical Thinking Skills</dc:title>
	<dc:creator xml:lang="en">Fatmi, Nuraini</dc:creator>
	<dc:creator xml:lang="en">Henni Fitriani, Henni Fitriani</dc:creator>
	<dc:creator xml:lang="en">Fauzan Fauzan, Fauzan Fauzan</dc:creator>
	<dc:creator xml:lang="en">Fakhrah Fakhrah, Fakhrah Fakhrah</dc:creator>
	<dc:subject xml:lang="en">Guided inquiry</dc:subject>
	<dc:subject xml:lang="en">ethnoscience</dc:subject>
	<dc:subject xml:lang="en">Serunee On U</dc:subject>
	<dc:subject xml:lang="en">critical thinking skills</dc:subject>
	<dc:subject xml:lang="en">Guided inquiry</dc:subject>
	<dc:subject xml:lang="en">ethnoscience</dc:subject>
	<dc:subject xml:lang="en">Serunee On U</dc:subject>
	<dc:subject xml:lang="en">critical thinking skills</dc:subject>
	<dc:description xml:lang="en">This study aims to examine the effect of an ethnoscience-based guided inquiry learning model on students’ critical thinking skills in physics learning, particularly on sound wave topics. The study employed a quantitative approach with a quasi-experimental design and purposive sampling technique. The participants consisted of two Grade XI classes at SMAN 1 Dewantara with a total of 44 students, including 22 students in the experimental group and 22 students in the control group. Data were collected through critical thinking skills tests administered as pretests and posttests, as well as student response questionnaires. The results showed a significant difference in posttest scores, indicating that the ethnoscience-based guided inquiry learning model had a positive effect on students’ critical thinking skills. Students’ responses were also very positive, with an average score of 86.79%, suggesting that the model is interesting and feasible to be implemented in physics learning. The main contribution of this study is providing empirical evidence that the integration of ethnoscience in physics learning strengthens the connection between scientific concepts and local cultural contexts, making learning more meaningful, contextual, and relevant to students’ characteristics.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Ar-Raniry</dc:publisher>
	<dc:date>2026-01-19</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://jurnal.ar-raniry.ac.id/index.php/jurnalphi/article/view/33055</dc:identifier>
	<dc:identifier>10.22373/p-jpft.v12i1.33055</dc:identifier>
	<dc:source xml:lang="en">Jurnal Phi : Jurnal Pendidikan Fisika dan Fisika Terapan; Vol. 12 No. 1 (2026); 66-73</dc:source>
	<dc:source xml:lang="id">Jurnal Phi: Kurnal Pendidikan Fisika &amp; Terapan; Vol 12 No 1 (2026); 66-73</dc:source>
	<dc:source>2549-7162</dc:source>
	<dc:source>2460-4348</dc:source>
	<dc:source>10.22373/a4t4q574</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/jurnalphi/article/view/33055/12438</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Nuraini Fatmi, Henni Fitriani, Fauzan Fauzan, Fakhrah Fakhrah</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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