The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis
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1 Doctoral Program of Science Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, INDONESIA2 Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, INDONESIA3 Department of Chemistry Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, INDONESIA4 Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Perak, MALAYSIA* Corresponding Author
Abstract
Inquiry-based learning (IBL) is regarded as an effective model for cultivating higher-order thinking skills but the precise components that enhance critical thinking skills remain inadequately comprehended. This study aims to investigate the impact of IBL on critical thinking skills in further detail. A literature search was performed utilizing the Scopus and ERIC databases for publications from 2000 to 2024. Specifically, quantitative empirical studies were reviewed with pre-experimental or quasi-experimental designs. 25 articles (divided into 36 studies) were selected and showed a substantial mean effect size of 1.27 [95% confidence interval: 0.78; 1.76], indicating a significant impact of IBL. Substantial heterogeneity (I² = 92.0%) indicated contextual variation, which necessitated subgroup analysis based on educational level, teaching strategies, information and communications technology utilization, duration, and evaluation. The findings highlight nuances in applying IBL and propose evidence-based recommendations to optimize its application in education, thus significantly contributing to the discussion on effective pedagogies for developing critical thinking skills.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2592
https://doi.org/10.29333/ejmste/15988
Publication date: 01 Mar 2025
Online publication date: 17 Feb 2025
Article Views: 185
Article Downloads: 103
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How to cite this article
APA
Arifin, Z., Sukarmin, Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592. https://doi.org/10.29333/ejmste/15988
Vancouver
Arifin Z, Sukarmin, Saputro S, Kamari A. The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. EURASIA J Math Sci Tech Ed. 2025;21(3):em2592. https://doi.org/10.29333/ejmste/15988
AMA
Arifin Z, Sukarmin, Saputro S, Kamari A. The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. EURASIA J Math Sci Tech Ed. 2025;21(3), em2592. https://doi.org/10.29333/ejmste/15988
Chicago
Arifin, Zainal, Sukarmin, Sulistyo Saputro, and Azlan Kamari. "The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2592. https://doi.org/10.29333/ejmste/15988
Harvard
Arifin, Z., Sukarmin, Saputro, S., and Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592. https://doi.org/10.29333/ejmste/15988
MLA
Arifin, Zainal et al. "The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2592. https://doi.org/10.29333/ejmste/15988