Inquiry-Based Learning for Sustainable Physics Education: A Systematic Literature Review of Senior High School Learning Outcomes
DOI:
10.29303/jppipa.v12i9.13754Published:
2026-09-30Downloads
Abstract
This study aimed to synthesize empirical evidence on the effects of inquiry-based learning on senior high school physics learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines. Relevant studies were identified from Google Scholar, Scopus, Springer, and ERIC using predefined search terms. Articles were selected through identification, screening, eligibility assessment, and quality appraisal based on explicit inclusion criteria. Twenty peer-reviewed studies published between 2020 and 2025 were included in the final synthesis. The findings indicate that inquiry-based learning consistently improves students’ critical thinking, conceptual understanding, science process skills, learning motivation, and engagement. However, its impact on cognitive learning outcomes varies depending on teacher guidance, instructional quality, students’ readiness for inquiry, learning modalities, and the integration of digital technologies such as PhET simulations and virtual laboratories. The review also identifies guided inquiry, teacher readiness, learning resources, and process-based assessment as key moderating factors influencing implementation effectiveness. Overall, inquiry-based learning is an effective instructional approach for senior high school physics when supported by appropriate instructional design, adequate learning resources, and authentic assessment practices. These findings provide evidence-based recommendations for educators, curriculum developers, and future research on inquiry-based physics education
Keywords:
Critical thinking Inquiry-based learning Learning outcomes Physics education Senior high school Systematic literature reviewReferences
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