Penerapan Inquiry-Based Learning dalam Pembelajaran IPA untuk Meningkatkan Kemampuan Berpikir Kreatif dan Inovatif Peserta Didik
DOI:
https://doi.org/10.30605/cjpe.8.2.2025.6085Keywords:
Berpikir Kreatif, Berpikir Inovatif, Inquiry-Based Learning, Pembelajaran IPAAbstract
Urgensi penelitian ini terletak pada perlunya transformasi model pembelajaran di sekolah dasar Indonesia dari pendekatan konvensional yang menekankan hafalan menuju pendekatan yang mampu menstimulasi kemampuan berpikir kreatif dan inovatif peserta didik. Tujuan penelitian ini adalah untuk menyelidiki pengaruh Pembelajaran Berbasis Inkuiri (IBL) dalam meningkatkan keterampilan berpikir kreatif dan inovatif di kalangan siswa sekolah dasar. Pendekatan kuantitatif dengan desain kuasi-eksperimental digunakan. Siswa kelas tiga SD Muhammadiyah 2 Kota Sorong berpartisipasi, dibagi menjadi kelompok eksperimen yang menerima instruksi IBL dan kelompok kontrol yang menerima pengajaran konvensional. Data dikumpulkan menggunakan Tes Torrance Berpikir Kreatif (TTCT) untuk kreativitas dan kuesioner inovasi yang dimodifikasi dan divalidasi. Analisis statistik melibatkan uji-t untuk membandingkan skor rata-rata antara kelompok. Hasil penelitian menunjukkan bahwa kelompok eksperimen mencapai skor yang jauh lebih tinggi dalam pemikiran kreatif dan inovatif dibandingkan dengan kelompok kontrol. Temuan ini menunjukkan bahwa IBL adalah metode yang efektif untuk meningkatkan kemampuan berpikir tingkat tinggi siswa. Akibatnya, penerapan IBL secara luas dalam pendidikan dasar direkomendasikan untuk menumbuhkan keterampilan penting untuk tantangan masa depan. Keterbatasan penelitian ini meliputi ukuran sampel dan durasi yang terbatas, yang menyarankan penyelidikan yang lebih luas dan jangka panjang untuk penelitian di masa mendatang.
Downloads
References
Agustin, S. (2022). Pengembangan Teknik Ligapo untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa Inklusi pada Pembelajaran Tematik Sekolah Dasar. Edudikara: Jurnal Pendidikan dan Pembelajaran, 7(1). https://doi.org/10.32585/edudikara.v7i1.276
Blessinger, P., & Carfora, J. M. (2015). Inquiry-Based Learning. Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators, 3. https://doi.org/10.1108/S2055-364120150000003001
Busov, V. L. (2020). On the Relationship of the Discrete Model of the Nuclei of Linear and Planar Defects and the Continuum Models of Defects in Crystalline Materials. Applied Mathematics, 11(09), 862–875. https://doi.org/10.4236/am.2020.119056
Dean, A. C. (2015). The Interactional Dimension of LOA: Within and beyond the Classroom. Working Papers in TESOL & Applied Linguistics, 14(2), 50–52. https://doi.org/10.7916/salt.v14i2.1301
Dickinson, M., & Dickinson, D. (2015). Reconfiguring affective, conative and cognitive outcomes in IBL: A multi-disciplinary case study. In Inquiry-based learning for multidisciplinary programs: A conceptual and practical resource for educators (pp. 297-320). Emerald Group Publishing Limited. https://doi.org/10.1108/S2055-364120150000003032
Didin, W., & Wiji, L. Z. (2020). The implementation of project-based learning approach in students’ creativity programs in indonesia. Humanities & Social Sciences Reviews, 8(3), 702-708. https://doi.org/10.18510/hssr.2020.8375
Dostál, J., Janu, M., Incebacak, B. B., Nuangchalerm, P., & Stebila, J. (2016). Possibilities of application of inquiry-based learning when developing the thinking of pupils with mild intellectual disability and behaviour disorders–Comparative research. INTED2016 Proceedings, 8492-8499. https://doi.org/10.21125/inted.2016.0098
Istiningsih, G., Education, P., Program, D., Street, C., City, S., Sugito, S., Education, P., Program, D., Street, C., City, S., Safruddin, C., Jabar, A., Education, P., Program, D., City, S., Training, A. T., & Nicosia, N. (2023). Innovative Research in Education. 10(1), 90–102. http://dx.doi.org/10.18844/ijire.v10i1.8960
Kaçar, T., Terzi, R., Arıkan, İ., & Kırıkçı, A. C. (2021). The effect of inquiry-based learning on academic success: A meta-analysis study. International Journal of Education and Literacy Studies, 9(2), 15-23. https://doi.org/10.7575/aiac.ijels.v.9n.2p.15
Kadir, L., & Satriawati, G. (2017). The implementation of open-inquiry approach to improve students’ learning activities, responses, and mathematical creative thinking skills. Journal on Mathematics Education, 8(1), 103-114. https://doi.org/10.22342/jme.8.1.3406.103-114
Kartikasari, I. A., & Usodo, B. (2020, February). Analysis of mathematical creative thinking abilities in primary schools. In 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) (pp. 742-748). Atlantis Press. https://doi.org/10.2991/assehr.k.200129.093
Kumdang, P., Kijkuakul, S., & Chaiyasith, W. C. (2018). An Action Research on Enhancing Grade 10 Student Creative Thinking Skills Using Argument-Driven Inquiry Model in the Topic of Chemical Environment. Journal of Science Learning, 2(1), 9-13. https://doi.org/10.17509/jsl.v2i1.11995
Lazuardi, A. R. (2021, March). The analysis of students’ creative-innovative thinking skills in solving total dominator coloring under the implementation of research-based learning model. In Journal of Physics: Conference Series (Vol. 1836, No. 1, p. 012058). IOP Publishing. https://doi.org/10.1088/1742-6596/1836/1/012058
Monawati, M., & Fauzi, F. (2018). Hubungan kreativitas mengajar guru dengan prestasi belajar siswa. Pesona Dasar: Jurnal Pendidikan Dasar dan Humaniora, 6(2). https://doi.org/10.24815/pear.v6i2.12195
Petersen, M. R. (2022). Strategies to Scaffold Students’ Inquiry Learning in Science. Science Education International, 33(3), 267–275.
https://doi.org/10.33828/sei.v33.i3.1
Prakoso, B., & Kurniawan, fatwa aji. (2022). Jurnal Pendidikan Fisika dan Sains (JPFS). Efektifitas Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemahaman Konsep Fisika Siswa, 5(1), 2022–2045.
https://doi.org/10.52188/jpfs.v5i2.268
Rakimahwati, R., ’Aisy, N., Pentiernitasari, E., Yulsyofriend, Y., Indrayeni, I., Hartati, S., Husna, A., & Hanifah, N. (2023). Inquiry Based Colage Activities Using Colored Shells on The Development of Creativity of Early Children. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), 2485–2495.
https://doi.org/10.31004/obsesi.v7i2.3592
Rodríguez, G., Pérez, N., Núñez, G., Baños, J. E., & Carrió, M. (2019). Developing creative and research skills through an open and interprofessional inquiry-based learning course. BMC medical education, 19(1), 134. https://doi.org/10.1186/s12909-019-1563-5
Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22(4), 361-368.
https://doi.org/10.1080/10400419.2010.523393
Sandang, G., . W., & Latiana, L. (2022). Development of Interactive Learning Multimedia “Mejabando” for Improving Critical and Creative Thinking Skills in Indonesian Language Learning Class V Elementary School. International Journal of Research and Review, 9(2), 402–410.
https://doi.org/10.52403/ijrr.20220251
Sesanti, N. R., & Marsitin, R. (2018, January). Analysis of Creative Thinking Ability of Primary School Department Student on Proposing Mathematics Problem. In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017) (pp. 49-53). Atlantis Press. https://doi.org/10.2991/incomed-17.2018.11
Shdaifat, S. A., Saa, J. F. W. A., & Kadoorie, P. (2019). Identifying the Extent of Using Methods for Developing Students’ Creative Thinking by the Upper Primary Teachers in Public Schools in Tulkarem & Irbid. Modern Applied Science, 13(12), 1-93. https://doi.org/10.5539/mas.v13n12p93
Sri, R. (2019). Inquiry-Based Language Learning (Ibll): Theoretical And Practical Views In English Classroom. Sustainability (Switzerland), 11(1), 1–14. https://doi.org/10.29240/ef.v1i2.154
Sugono, S., Nur, S. H., & Arip, A. G. (2019). Penerapan Pembelajaran Creative Problem Solving (CPS) Berbasis Scienstific Approach Terhadap Kemampuan Berpikir Kreatif Dan Kreativitas Dalam Memecahkan Masalah. Edubiologica Jurnal Penelitian Ilmu Dan Pendidikan Biologi, 6(2), 99.
https://doi.org/10.25134/edubiologica.v6i2.2370
Turjoman, M. O. (2016). A New Phenomenon in Saudi Females’ Code-switching: A Morphemic Analysis. Advances in Language and Literary Studies, 7(6). https://doi.org/10.7575/aiac.alls.v.7n.6p.91
Zhang, S., Sun, X., & Yao, Z. (2022). Exploration of Divergent Experimental Teaching for Improving Students’ Innovative Practical Ability. Proceedings of the 2021 International Conference on Culture, Design and Social Development (CDSD 2021), 634(Cdsd 2021), 186–189. https://doi.org/10.2991/assehr.k.220109.037
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Fauziah Nur Fadila, Riska Latifatul Husna, Rabiudin Rabiudin
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with CJPE agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
