Author
Windy Dian Sari(1
),
Ahmad Zain Sarnoto(2),
Khusni Alhan(3),
Hadi Widodo(4),
Tomi Apra Santosa(5),
Unpris Yastanti(6),
STAI Fatahillah Serpong, Indonesia(1)
Universitas PTIQ Jakarta, Indonesia(2)
STAI Publistik Thawalib Jakarta, Indonesia(3)
STKIP Amal Bakhti, Indonesia(4)
Akademi Teknik Adikarya, Indonesia(5)
Universitas Bina Sarana Informatika, Iraq(6)
Corresponding Author
PDF Full Text
Published : 2025-03-08
Article can trace at:
Article Metrics
Abstract Views: 0 times
PDF Downloaded: 0 times
Abstract
This study aims to determine the influence of HOTS-based inquiry training model on critical thinking skills in PAI learning meta-analysis. Research data were obtained from 26 studies that met the inclusion criteria. Research data was obtained through the databases of ERIC, ScienceDirect, Wiley, Taylor of Francis, Mendeley and IEEE. Data analysis calculates the effect size value with the help of the JASP application. The results of the study concluded that the mean effect size value after analysis was found to be d =1.150 ; p < 0.001; z = 9.273.. These findings explain that the HOTS-based inquiry training model has a positive effect on children critical thinking skills in PAI learning. This research provides important information in the application of this model to encourage children's critical thinking skills in learning Islam.
Keywords
References
References
Acar, O. A., & Tuncdogan, A. (2019). Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model. Teaching in Higher Education, 24(7), 895–909. https://doi.org/10.1080/13562517.2018.1516636
Adnan, G., Zulfikar, T., Armia, M. S., Gade, S., & Walidin, W. (2021). Impacts of inquiry learning model on students’ cognitive and critical thinking ability. Cypriot Journal of Educational Sciences, 16(3), 1290–1299. https://doi.org/10.18844/CJES.V16I3.5851
Akinwumi, M. O., & Bello, T. O. (2023). Relative Effectiveness of Learning-Cycle Model and Inquiry-Teaching Approaches in Improving Students ’ Learning Outcomes in Physics. August. https://doi.org/10.15640/jehd.v4n3a18
Ali, M., Nurhayati, R., Wantu, H. M., Amri, M., & Santosa, T. A. (2024). The Effectiveness of Jigsaw Model Based on Flipped Classroom to Improve Students ’ Critical Thinking Ability in Islamic Religious Education Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(5), 1069–1078. https://doi.org/10.31004/obsesi.v8i5.6190
Asnur, L., Jalinus, N., Faridah, A., Apra, T., Ambiyar, R. D., & Utami, F. (2024). Video-blogs ( Vlogs ) -based Project : A Meta Analysis. 14(5), 1553–1557.
Astalini, A., Darmaji, D., Kurniawan, D. A., & Sept, S. E. (2023). Overview the inquiry learning model: Attitudes, student characters, and student responses what’s the impact? Journal of Education and Learning, 17(1), 85–92. https://doi.org/10.11591/edulearn.v17i1.20530
Badawi et al. (2023). Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students’ learning goals: A Meta-analysis study. Pegem Journal of Education and Instruction, 13(4). https://doi.org/10.47750/pegegog.13.04.32
Bilgin, I. (2009). The effects of guided inquiry instruction incorporating a cooperative learning approach on university students’ achievement of acid and bases concepts and attitude toward guided inquiry instruction. Scientific Research and Essays, 4(10), 1038–1046.
Borenstein, M., Hedges, L., & Rothstein, H. (2007). Introduction to Meta-Analysis. www.Meta-Analysis.com
Çorlu, M. A., & Çorlu, M. S. (2012). Scientific Inquiry Based Professional Development Models in Teacher Education. Educational Sciences: Theory & Practice, 12(1), 514–521.
Dewanto, D., Wantu, H. M., Dwihapsari, Y., Santosa, T. A., & Agustina, I. (2023). Effectiveness of The Internet of Things (IoT)-Based Jigsaw Learning Model on Students’ Creative Thinking Skills: A- Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(10), 912–920. https://doi.org/10.29303/jppipa.v9i10.4964
Edy Nurtamam, M., Apra Santosa, T., Aprilisia, S., Rahman, A., & Suharyat, Y. (2023). Meta-analysis: The Effectiveness of Iot-Based Flipped Learning to Improve Students’ Problem Solving Abilities. Jurnal Edumaspul, 7(1), 2023–1492.
Elfira, I., & Santosa, T. A. (2023). Literature Study : Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555
Ertikanto, C., Herpratiwi, Yunarti, T., & Saputra, A. (2017). Development and evaluation of a model-supported scientific inquiry training program for elementary teachers in Indonesia. International Journal of Instruction, 10(3), 93–108. https://doi.org/10.12973/iji.2017.1037a
Hariyadi, S., Santosa, T. A., & Sakti, B. P. (2023). Effectiveness of STEM-Based Mind Mapping Learning Model to Improve Students ’ Science Literacy in the Era of Revolution. Jurnal Penelitian Pendidikan IPA, 9(10), 791–799. https://doi.org/10.29303/jppipa.v9i10.5125
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517
Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., & Sammon, S. (2007). Inquiry in higher education: Reflections and directions on course design and teaching methods. Innovative Higher Education, 31(4), 201–214. https://doi.org/10.1007/s10755-006-9021-9
Khasawneh, E., Hodge-Zickerman, A., York, C. S., Smith, T. J., & Mayall, H. (2022). Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra. International Electronic Journal of Mathematics Education, 18(1), em0724. https://doi.org/10.29333/iejme/12715
Komala, R., Lestari, D. P., & Ichsan, I. Z. (2020). Group investigation model in environmental learning: An effect for students’ higher order thinking skills. Universal Journal of Educational Research, 8(4A), 9–14. https://doi.org/10.13189/ujer.2020.081802
Lotter, C., Smiley, W., Thompson, S., & Dickenson, T. (2016). The impact of a professional development model on middle school science teachers’ efficacy and implementation of inquiry. International Journal of Science Education, 38(18), 2712–2741. https://doi.org/10.1080/09500693.2016.1259535
Luciana, O., Sjoraida, D. F., Santosa, T. A., Nugraha, A. R., & Zain, A. (2024). The Effect of Technology-Based Management Learning on Children ’ s Organizational Skills Development : A Meta-Analysis Approach. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1777–1786. https://doi.org/10.31004/obsesi.v8i6.6593
Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The effect of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, 12(1), 737–750. https://doi.org/10.29333/iji.2019.12147a
Mitarlis, Ibnu, S., Rahayu, S., & Sutrisno. (2020). The effectiveness of new inquiry-based learning (NIBL) for improving multiple higher-order thinking skills (M-HOTS) of prospective chemistry teachers. European Journal of Educational Research, 9(3), 1309–1325. https://doi.org/10.12973/eu-jer.9.3.1309
Muhaemin, Rusdiansyah, Pabbajah, M., & Hasbi. (2023). Religious Moderation in Islamic Religious Education as a Response to Intolerance Attitudes in Indonesian Educational Institutions. Journal of Social Studies Education Research, 14(2), 253–274.
Nasucha, M. R., Khozin, K., & Thoifah, I. (2023). Synergizing Islamic Religious Education and Scientific Learning in the 21st Century: A Systematic Review of Literature. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 11(1), 109–130. https://doi.org/10.15642/jpai.2023.11.1.109-130
Nasution, W. N. (2018). The Effects Of Inquiry-Based Learning Approach And Emotional Intelligence On Students’ Science Achievement Levels. Journal of Turkish Science Education, 15(4), 104–115. https://doi.org/10.12973/tused.10249a
Nunaki, J. H., Damopolii, I., Kandowangko, N. Y., & Nusantari, E. (2019). The effectiveness of inquiry-based learning to train the students’ metacognitive skills based on gender differences. International Journal of Instruction, 12(2), 505–516. https://doi.org/10.29333/iji.2019.12232a
Oktarina, K., Suhaimi, Santosa, T. A., Razak, A., Irdawati, Ahda, Y., Lufri, & Putri, D. H. (2021). Meta-Analysis: The Effectiveness of Using Blended Learning on Multiple Intelligences and Student Character Education During the Covid-19 Period. International Journal of Education and Curriculum Application, 4(3), 184–192. http://journal.ummat.ac.id/index.php/IJECA/article/view/5505
Ong, E. T., Keok, B. L., Yingprayoon, J., Singh, C. K. S., Borhan, M. T., & Tho, S. W. (2020). The effect of 5E inquiry learning model on the science achievement in the learning of “Magnet” among year 3 students. Jurnal Pendidikan IPA Indonesia, 9(1), 1–10. https://doi.org/10.15294/jpii.v9i1.21330
Popova, M., & Jones, T. (2021). Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills. Chemistry Education Research and Practice, 22(3), 733–748. https://doi.org/10.1039/d0rp00329h
Prayogi, S., Yuanita, L., & Wasis, L. (2018). Critical inquiry based learning: A model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education, 15(1), 43–56. https://doi.org/10.12973/tused.10220a
Rais, M., Aryani, F., & Ahmar, A. S. (2018). The influence of the inquiry learning model and learning style on the drawing technique of students. Global Journal of Engineering Education, 20(1), 64–68. https://doi.org/10.26858/gjeev20i1y2018p6468
Ramlee, N., Rosli, M. S., & Saleh, N. S. (2019). Mathematical HOTS cultivation via online learning environment and 5E inquiry model: Cognitive impact and the learning activities. International Journal of Emerging Technologies in Learning, 14(24), 140–151. https://doi.org/10.3991/ijet.v14i24.12071
Santosa, W. H., & Sudirman, A. (2023). Factors Influencing the Implementation of Cooperative Learning: Elementary School Teacher Education Department Students’ Perspectives. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 1031–1048. https://doi.org/10.51276/edu.v4i3.501
Suryono, W., Winiasri, L., Santosa, T. A., Sappaile, B. I., & Solehuddin, M. (2023). Effectiveness of The Inquiry Training Model to Improve Students’ Critical Thinking Skills in Learning: Systematic Literature Reviews and Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(10), 947–954. https://doi.org/10.29303/jppipa.v9i10.4804
Syahgiah, L., ZAN, A. M., & Asrizal, A. (2023). Effects of Inquiry Learning on Students’ Science Process Skills and Critical Thinking: A Meta-Analysis. Journal of Innovative Physics Teaching, 1(1), 16–28. https://doi.org/10.24036/jipt/vol1-iss1/9
Tamur, M., Juandi, D., & Kusumah, Y. S. (2020). The effectiveness of the application of mathematical software in indonesia; a meta-analysis study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a
Turnip, B., Wahyuni, I., & Tanjung, Y. I. (2016). The effect of inquiry training learning model based on just in time teaching for problem solving skill. Journal of Education and Practice, 7(15), 177–181. www.iiste.org
Uluk, E., Masruchiyah, N., Nurhayati, R., Agustina, I., Sari, W. D., Santosa, T. A., Widya, U., Klaten, D., & Yogyakarta, U. N. (2024). Effectiveness of Blended Learning Model Assisted By Scholoogy to Improve Language Skills of Early Childhood Education Teachers. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1363–1374. https://doi.org/10.31004/obsesi.v8i6.6226
ULUM, H. (2022). A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. International Journal of Educational Research Review, 7(4), 307–317. https://doi.org/10.24331/ijere.1166620
Wantu, H. M., Muis, A., Zain, A., Hiola, S. F., Agustina, I., Santosa, T. A., Yastanti, U., & Nugraha, A. R. (2024). Effectiveness of Think-Pair-Share and STEM Models on Critical Thinking in Early Childhood Education. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1320–1330. https://doi.org/10.31004/obsesi.v8i5.6202
Wu, C. (2021). Training teachers in China to use the philosophy for children approach and its impact on critical thinking skills: A pilot study. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050206
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1), 32–42. https://doi.org/10.33292/petier.v5i1.144
Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., Yohandri, Y., Razak, A., & Sofianora, A. (2023). Effectiveness of STEM Learning Based on Design Thinking in Improving Critical Thinking Skills in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 112–119. https://doi.org/10.29303/jppipa.v9i6.3709
Refbacks
- There are currently no refbacks.
_2022_inPress.png)
Email this article 
Hide
Show all
