Problem Based Learning and Guided Inquiry Learning Model on Critical Thinking Ability

Suprapti Rejeki, Riyadi Riyadi, Siswanto Siswanto


This research aims to determine the distinction in students' critical thinking abilities who were taught by using the problem-based learning, guided inquiry learning, and conventional learning models. The population is all grade VIII students of public junior high schools in Bantul district in the 2019/2020 academic year. This study used stratified cluster random sampling to select 3 classes in each school. The pre-requisite test used was the balance test, normality test, and homogeneity test. The data collection technique used was a critical thinking ability test. The analysis technique of this research was two-way ANOVA with different cells. The results showed that the problem-based learning model had a significant positive effect on the critical thinking abilities compared to conventional learning. Meanwhile, there is no significant difference between students taught by problem-based learning and by guided inquiry learning, and between the guided inquiry learning and conventional learning, either.


critical thinking; guided inquiry; problem-based learning,

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International Journal on Emerging Mathematics Education
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