The Effectiveness of Inquiry Social Complexity to Improving Critical and Creative Thinking Skills of Senior High School Students

Inquiry Learning Model in Chemistry Education: A Systematic Literature Review

“…The N-Gain average score increases by 0,63 for critical thinking ability (Adnan et al, 2021). Meanwhile, the result of (Perdana et al, 2020) N-gain score calculation showed that student's critical-creative thinking ability in the experiment class is 0,75 with a high category compared to the control class. So that the better learning model compared to the general inquiry learning model is Inquiry Social Complexity (ISC) learning model (Perdana et al, 2020;Adnan et al, 2021).…”

“…Based on these explanations, it requires further analysis of the articles that connect the student's ability with the inquiry learning model on chemistry learning. The influence of inquiry learning on students' critical and creative thinking ability is improving significantly (Perdana et al, 2020;Adnan et al, 2021). As mentioned by Perdana et al (2020), there is a significant improvement result reviewed from students' pretest and post-test score before and after the Inquiry Social Complexity (ISC) is implemented.…”

“…The influence of inquiry learning on students' critical and creative thinking ability is improving significantly (Perdana et al, 2020;Adnan et al, 2021). As mentioned by Perdana et al (2020), there is a significant improvement result reviewed from students' pretest and post-test score before and after the Inquiry Social Complexity (ISC) is implemented. The critical-creative thinking ability is related to the logical, rational, and reflective ability to systematically analyze and evaluate the information decides a correct action to be taken and ensure.…”

“…The articles' analyzed results showed various inquiry learning models implemented on the chemistry learning. The influence of the inquiry learning model on the chemistry learning goals was proven can improve student's ability, such as student's critical and creative thinking ability improvement (Perdana et al, 2020;Adnan et al, 2021;Pitukpong et al, 2018;Rahmat, 2020;Dewi et al, 2019), student's performance and study result improvement (Nalan et al, 2017;Aisyah, 2016), student's cognitive improvement, student's concept understanding improvement (Jonathan et al, 2017;Treagust et al, 2018), student's perspective improvement, student's self-ability, experience, and attitude improvement. (Vishnumolakala et al, 2017).…”

“…The learning process only focuses on the teacher; thus, it does not facilitate the development of students' thinking abilities (Vishnumolakala, 2017;Pitukpong, 2018). The student's thinking ability is not developed well with the learning that only emphasizes the convergent thinking training without giving the problem that students should face (Perdana et al, 2020). Consequently, the students experience difficulty in developing their thinking ability, resulting in this limitation requires an appropriate learning model to improve the student's ability to master the learning lessons.…”