Strengthening Critical Thinking Skills of Prospective Teacher Students through Inquiry Learning in Science Learning: An Explanatory Mixed Methods Study
DOI:
10.29303/jppipa.v11i6.11232Published:
2025-06-25Issue:
Vol. 11 No. 6 (2025): JuneKeywords:
Critical thinking, Culturally responsive learning, Hem re yegokhe, Inquiry-based learning, Intercultural competenceResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to explore the effectiveness of Inquiry-Based Learning (IBL) integrated with the local culture of Hem Re Yegokhe in improving the critical thinking skills of elementary school teacher candidates in a multicultural area. Using an explanatory sequential mixed methods design, this study began with a quantitative pretest–posttest measurement using an instrument based on the five dimensions of the California Critical Thinking Skills Test (CCTST), and continued with qualitative exploration through interviews and observations. A total of 173 students were divided into experimental and control groups. The results showed that the integration of the IBL approach and local cultural practices significantly improved critical thinking skills, especially in the dimensions of interpretation, analysis, and inference. The dimensions of evaluation and explanation experienced a more moderate increase, which was associated with the limited time of the intervention. Thematic analysis supported the quantitative findings and emphasized the role of cultural context in encouraging deep reflection and contextual awareness. The findings also revealed a gap in achievement between students from 3T and non-3T areas, indicating the need for scaffolding strategies and strengthening intercultural competence and social empathy. This study provides an empirical contribution to the development of a locally relevant and socially inclusive cultural-based pedagogical model. Implications include strengthening teacher education curricula, lecturer training, and policies that support the integration of local knowledge as a learning resource. Further research is recommended to be conducted longitudinally, develop culturally based assessment instruments, and explore other cultural practices as learning contexts.
References
Agyei, E. A., Annim, S. K., Acquah, B. Y. S., Sebu, J., & Agyei, S. K. (2024). Education infrastructure inequality and academic performance in Ghana. Heliyon, 10(14), e34041. https://doi.org/10.1016/j.heliyon.2024.e34041
Allotey, E., García-Carrión, R., Villardón-Gallego, L., & Soler-Gallart, M. (2023). Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings. Humanities and Social Sciences Communications, 10(1), 313. https://doi.org/10.1057/s41599-023-01801-z
Attard, C., Berger, N., & Mackenzie, E. (2021). The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM. Frontiers in Education, 6, 693221. https://doi.org/10.3389/feduc.2021.693221
Bektiarso, S., Walukow, A. F., Narulita, E., & Ali, A. (2024). Khombouw in Science Learning: Development of Teaching Materials based on Local Wisdom Guided Inquiry Model to Improve Students’ Interpersonal Skills. Tafkir: Interdisciplinary Journal of Islamic Education, 5(4), 669–686. https://doi.org/10.31538/tijie.v5i4.1186
Brown, M. E. L., & George, R. E. (2023). Supporting critically conscious integrated care: A toolbox for the health professions. The Clinical Teacher, 20(4), e13569. https://doi.org/10.1111/tct.13569
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14. https://doi.org/10.1186/s42466-020-00059-z
Dai, K., & Hardy, I. (2024). Contextualizing and hybridizing academic identity formation: An analysis of international returnees and locally trained scholars in China. Higher Education, 88(1), 101–118. https://doi.org/10.1007/s10734-023-01108-7
Dalila, A. A., Rahmah, S., Liliawati, W., & Kaniawati, I. (2022). Effect of Differentiated Learning in Problem Based Learning on Cognitive Learning Outcomes of High School Students. Jurnal Penelitian Pendidikan IPA, 8(4), 2116–2122. https://doi.org/10.29303/jppipa.v8i4.1839
Elder, L. (2022). Critical Thinking. Routledge. https://doi.org/10.4324/9781138609877-REE215-1
Esteban-Guitart, M., Monreal-Bosch, P., Palma, M., & González-Ceballos, I. (2020). Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity. Sustainability, 12(12), 4870. https://doi.org/10.3390/su12124870
Franco, M. P., Bottiani, J. H., & Bradshaw, C. P. (2024). Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures. Review of Educational Research, 94(5), 743–798. https://doi.org/10.3102/00346543231208720
Franco-Mariscal, A. J., Cano-Iglesias, M. J., España-Ramos, E., & Blanco-López, Á. (2024). The ENCIC-CT Model for the Development of Critical Thinking. In A. J. Franco-Mariscal (Ed.), Critical Thinking in Science Education and Teacher Training (Vol. 64, pp. 3–42). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-78578-8_1
Gillies, R. M. (2023). Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science. Education Sciences, 13(12), 1242. https://doi.org/10.3390/educsci13121242
Gómez, R. L., & Suárez, A. M. (2020). Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015. International Journal of STEM Education, 7(1), 43. https://doi.org/10.1186/s40594-020-00240-5
Hernandez, A. (2022). Closing the Achievement Gap in the Classroom Through Culturally Relevant Pedagogy. Journal of Education and Learning, 11(2), 1. https://doi.org/10.5539/jel.v11n2p1
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Johnson, A., & Elliott, S. (2020). Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments. Journal of Microbiology & Biology Education, 21(1), 05. https://doi.org/10.1128/jmbe.v21i1.2097
Kadir, A., Suharno, S., Reawaruw, Y., Komari, K., & Mahuze, A. (2021). Ethnobotanical knowledge of Marind-Anim Tribe in utilizing sago (Metroxylon sagu) in Merauke, Papua, Indonesia. Biodiversitas Journal of Biological Diversity, 23(1). https://doi.org/10.13057/biodiv/d230132
Koes Handayanto, S., Fawaiz, S., & Taufiq, A. (2024). Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning. The Education and Science Journal. https://doi.org/10.17853/1994-5639-2024-3082
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309
List, A., Campos Oaxaca, G. S., Du, H., Lee, H. Y., & Lyu, B. (2024). Critical culturalized comprehension: Exploring culture as learners thinking about texts. Educational Psychologist, 59(1), 1–19. https://doi.org/10.1080/00461520.2023.2266028
Luter, D., Mitchell, A., & Taylor, H. (2017). Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators. Education Sciences, 7(1), 25. https://doi.org/10.3390/educsci7010025
Maharani, N. I., Dasna, I. W., & Utama, C. (2023). The Effectiveness of Inquiry-Based Learning Instrument to Enhance Student’s Critical Thinking Skills. Madrasah: Jurnal Pendidikan Dan Pembelajaran Dasar, 15(2), 66–77. https://doi.org/10.18860/mad.v15i2.18682
Nahar, L., & Machado, C. (2025). Inquiry-based learning in Bangladesh: Insights into middle and high school students’ experiences and 21st century skill development. Disciplinary and Interdisciplinary Science Education Research, 7(1), 2. https://doi.org/10.1186/s43031-025-00122-2
Nur’aini, D. A., Liliawati, W., & Novia, H. (2023). Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic. Jurnal Penelitian Pendidikan IPA, 9(1), 117–125. https://doi.org/10.29303/jppipa.v9i1.2374
Nzomo, C. M., Rugano, P., Njoroge, J. M., & Gitonga, C. M. (2023). Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya. Heliyon, 9(1), e12672. https://doi.org/10.1016/j.heliyon.2022.e12672
O’Toole, C., & Ćirić, T. (2024). Compassion, collaboration and cultural-responsiveness: Insights on promoting successful pathways through education for students who face school attendance barriers. Frontiers in Education, 9, 1456388. https://doi.org/10.3389/feduc.2024.1456388
Parsons, C. C., Hehn, M. T., Loudenback, A. J., Burke, H. K., Fox, A. L., Spratt, L. M., Brazile, M., Alarawi, R., & Zarestky, J. (2023). Cultivating Qualitative Researchers: Lessons Learned During a Pandemic. International Journal of Qualitative Methods, 22, 16094069231157705. https://doi.org/10.1177/16094069231157705
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Prayogi, S., Bilad, M. R., Verawati, N. N. S. P., & Asy’ari, M. (2024). Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia. Education Sciences, 14(6), 593. https://doi.org/10.3390/educsci14060593
Sabon, Y. O. S., & Telussa, R. P. (2024). Ethnomathematics-Based Learning Design Of Mountainous Papua to Increase Student Engagement And Create Meaningful Learning. Jurnal Pendidikan Matematika (JUPITEK), 7(1), 66–74. https://doi.org/10.30598/jupitekvol7iss1pp66-74
Sam, R. (2024). Systematic review of inquiry-based learning: Assessing impact and best practices in education. F1000Research, 13, 1045. https://doi.org/10.12688/f1000research.155367.1
Stenberg, K., & Maaranen, K. (2022). Promoting practical wisdom in teacher education: A qualitative descriptive study. European Journal of Teacher Education, 45(5), 617–633. https://doi.org/10.1080/02619768.2020.1860012
Sucilestari, R., & Arizona, K. (2020). The Impact of Inquiry-Based Learning on Students’ Critical Thinking Skills. Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019). https://doi.org/10.2991/assehr.k.200220.031
Sulistiyo, M. A. S., & Wijaya, A. (2020). The effectiveness of inquiry-based learning on computational thinking skills and self-efficacy of high school students. Journal of Physics: Conference Series, 1581(1), 012046. https://doi.org/10.1088/1742-6596/1581/1/012046
Szelei, N., Tinoca, L., & Pinho, A. S. (2020). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 46(5), 780–796. https://doi.org/10.1080/19415257.2019.1642233
Ungar, M., & Liebenberg, L. (2013). Ethnocultural factors, resilience, and school engagement. School Psychology International, 34(5), 514–526. https://doi.org/10.1177/0143034312472761
Vedpathak, M. & Prashant Mithari. (2024). Harnessing Information Technology in Learning: Exploring Emerging Trends and Innovative Approaches. Journal of Digital Learning and Distance Education, 2(10), 753–759. https://doi.org/10.56778/jdlde.v2i9.221
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 9. https://doi.org/10.1186/s40862-020-00090-2
Yektiningtyas, W., Wompere, R. N. N., Kobepa, N., & Sunarsih, T. A. (2023). Engaging students to write procedure texts through the culturally-relevant activity of bark painting. JOALL (Journal of Applied Linguistics and Literature), 8(1), 41–58. https://doi.org/10.33369/joall.v8i1.22577
Author Biographies
Aisyah Ali, Universitas Cenderawasih
Singgih Bektiarso, Universitas Jember
Auldry Fransje Walukow, Universitas Cenderawasih
Erlia Narulita, Universitas Cenderawasih
Akhmad Kadir, Universitas Cenderawasih
License
Copyright (c) 2025 Aisyah Ali, Singgih Bektiarso, Auldry Fransje Walukow, Erlia Narulita, Akhmad Kadir

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- 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 acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- 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 (See The Effect of Open Access).