The effect of inquiry based learning models on students’ critical thinking ability and self-efficacy in reaction rate material

Abstract

Abstract This research aims to distinguish students’ critical thinking and self-efficacy when learning with the inquiry based model and direct instruction model. The samples of this research were two classes of the eleventh grade and selected by random sampling technique. Two classes were selected as the samples, one class as the experimental class where the inquiry-based model was implemented and the other class as the control class where the learning was facilitated with the direct instruction model. The data of the students’ self-efficacy were collected through a questionnaire while the data of the critical thinking were obtained through a test on reaction rate. The researcher used MANOVA to analyze the differences of the students’ critical thinking and self-efficacy. The results reveal that there are significant differences in the critical thinking skills and self-efficacy and the effective contribution of inquiry-based learning and direct instruction to students’ critical thinking skills and self-efficacy is 20.6%, the effective contribution of inquiry-based learning and direct instruction to students’ critical thinking skills is 13.6%, the effective contribution of inquiry-based learning and direct instruction to students’ self-efficacy is 8.9% where experimental class was better than control class.