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

Sapriati, Amalia; Rahayu, Ucu; Sausan, Inas; Sekarwinahyu, Mestika; Anam, Rif'at Shafwatul

doi:10.15294/7sty9026

Journal SINTA 1

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
Published: 2024-08-28
Publisher: Universitas Negeri Semarang
Language: eng

Abstract

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.

Keywords

Collaboration network of the authors

18 authors · 36 co-authorship links · 5 across different organisations

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Indonesia Open University
Universiti Teknologi MARA
Indonesia University of Education
Affiliation unknown

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

Show as table

Co-author	Organisation	Joint articles
Dyah Aniza Kismiati	Indonesia Open University	3
Zakirman Zakirman	Affiliation unknown	2
Mery Noviyanti	Indonesia Open University	1
Yos Sudarso	Indonesia Open University	1
Rafidah Abd Karim	Universiti Teknologi MARA	1
Tita Rosita	Indonesia Open University	1
Dony Darma Sagita	Indonesia Open University	1
Ari Widodo	Indonesia University of Education	1
Sri Redjeki	Affiliation unknown	1
S Saputro	Affiliation unknown	1
N Y Indriyanti	Affiliation unknown	1
I made Sulandra	Affiliation unknown	1
Fanandri Diyaulhaq	Affiliation unknown	1

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://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Oct 2026, last seen 8 Nov 2026.

Original metadata (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>
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	<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>
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